NEUROCIENCIA DE LA ATENCIÓN Y SU APLICACIÓN EN CONTEXTOS DE EDUCACIÓN BILINGÜE
DOI:
https://doi.org/10.56238/levv16n49-120Palabras clave:
Neurociencia de la Atención, Educación Bilingüe, Control Ejecutivo, Inclusión, Formación DocenteResumen
Esta revisão integra evidências sobre a neurociência da atenção e sua aplicabilidade ao ensino bilíngue, sintetizando mecanismos neurais de controlo executivo, indicadores comportamentais observáveis em sala e práticas instrucionais que promovem recuperação atencional e inclusão, o texto discute como alternância de código, scaffolding linguístico, pausas estruturadas e programas de treino atencional podem fortalecer manutenção do foco e autorregulação em aprendizes bilíngues, ao mesmo tempo que identifica riscos decorrentes da sobrecarga linguística, da hiperconectividade e da insuficiente formação docente, a análise aponta para a necessidade de protocolos de observação adaptados linguisticamente, de documentação padronizada e de articulação entre escola e serviços de apoio para evitar diagnósticos imprecisos e medidas excludentes, por fim propõe diretrizes práticas para implementação imediata e agenda de pesquisa translacional que correlacione medidas atencionais com desfechos pedagógicos e de bem-estar, contribuição que visa orientar políticas escolares, programas de formação e estudos avaliativos focalizados em contextos bilíngues.
Descargas
Referencias
BORUM, R.; CORNELL, D. G.; MODZELESKI, W.; JIMERSON, S. R. What can be done about school shootings? A review of the evidence. Educational Researcher, v. 39, n. 1, p. 27–37, 2010. DOI: 10.3102/0013189X09357620.
CENTERS FOR DISEASE CONTROL AND PREVENTION (CDC). Youth Risk Behavior Survey Data Summary & Trends Report: 2011–2023. Atlanta: U.S. Department of Health and Human Services, 2024.
CHUNG-FAT-YIM, A.; FONG, F.; BIALYSTOK, E. Bilingualism as a resource for attention control: Implications for education. Frontiers in Psychology, v. 13, 2022. DOI: 10.3389/fpsyg.2022.825497.
CHUNG-FAT-YIM, A.; HAYAKAWA, S.; MARIAN, V. Multilingualism and cognitive control in the brain. In: CABRELLI, J.; PUTNAM, M. T. (ed.). The Cambridge Handbook of Third Language Acquisition and Processing. Cambridge: Cambridge University Press, in press, 2022.
CYBERSECURITY AND INFRASTRUCTURE SECURITY AGENCY (CISA). K–12 School Security Guide (3rd ed.). Washington, D.C.: U.S. Department of Homeland Security, 2024.
DWYER, K. P. et al. Safeguarding Our Children: An Action Guide for Preventing School Violence. Washington, D.C.: U.S. Department of Education; American Institutes for Research, 2000.
FEIN, R. A. et al. Threat Assessment in Schools: A Guide to Managing Threatening Situations and to Creating Safe School Climates. Washington, D.C.: U.S. Secret Service; U.S. Department of Education, 2004.
GIL, A. C. Métodos e técnicas de pesquisa social. 6. ed. São Paulo: Atlas, 2019.
LAKATOS, E. M.; MARCONI, M. de A. Metodologia científica. 7. ed. São Paulo: Atlas, 2010.
LEARNING POLICY INSTITUTE. School Safety and Threat Assessment Policy Landscape, 2025 Update. Palo Alto: Learning Policy Institute, 2025.
LOPEZ, A. M. Impact of bilingual education on the academics of elementary school students. Monterey, CA: California State University, Monterey Bay, LS400 Senior Capstone, 2025.
LOPEZ, M. Digital attention fatigue in bilingual classrooms: Neurocognitive implications for learning. Journal of Educational Neuroscience, v. 7, n. 2, p. 44–61, 2025.
MARIAN, V.; SHOOK, A. The cognitive benefits of being bilingual. Washington, D.C.: Dana Foundation, 2012.
MARYLAND CENTER FOR SCHOOL SAFETY. Behavioral Threat Assessment Implementation Guide. Maryland: Maryland Center for School Safety, 2023.
MARYLAND CENTER FOR SCHOOL SAFETY. Guide for Educators: Threat Assessment and Early Intervention in Schools. Annapolis: MCSS, 2023.
NATIONAL INSTITUTE OF MENTAL HEALTH (NIMH). Major Depression among Adolescents. Bethesda, MD: National Institutes of Health, 2021. Disponível em: https://www.nimh.nih.gov/health/statistics/major-depression.
NATIONAL THREAT ASSESSMENT CENTER (NTAC). Enhancing School Safety Using a Threat Assessment Model: An Operational Guide for Preventing Targeted School Violence. Washington, D.C.: U.S. Secret Service, 2018.
NATIONAL THREAT ASSESSMENT CENTER (NTAC). Protecting America’s Schools: A U.S. Secret Service Analysis of Targeted School Violence. Washington, D.C.: U.S. Secret Service, 2019.
PETITTO, L. A.; DUNBAR, K. N. Educational neuroscience: new discoveries from bilingual and biliterate minds. Mind, Brain and Education, v. 3, n. 4, p. 185–197, 2009.
PHELPS, H. Teacher inclusive practices for students with disabilities. 2025.
PHELPS, T. Translational models for neuroeducation: Teacher training in attention neuroscience. Educational Review, v. 77, n. 1, p. 98–115, 2025.
REUTERS. U.S. schools face record number of shootings, survey finds most teachers unprepared. Reuters News, 8 abr. 2024.
RODRIGUEZ, D.; CARRASQUILLO, A. Bilingual special education teacher preparation: a conceptual framework. NYSABE Journal, v. 12, p. 99–109, 1997.
RODRIGUEZ, C.; KAPLAN, E.; GROSS, J. Cognitive and behavioral indicators in bilingual neurodiverse students. Journal of Learning Disabilities, v. 30, n. 3, p. 245–258, 1997.
SALIG, L. K.; VALDÉS KROFF, J. R.; SLEVC, L. R.; NOVICK, J. M. Hearing a code-switch increases bilinguals’ attention to and processing of speech. Journal of Memory and Language, v. 143, art. 104647, 2025.
U.S. DEPARTMENT OF EDUCATION. Guide for Developing High-Quality School Emergency Operations Plans. Washington, D.C., 2013.
U.S. DEPARTMENT OF HEALTH AND HUMAN SERVICES – OFFICE OF THE SURGEON GENERAL. Advisory on Social Media and Youth Mental Health. Washington, D.C., 2025.
WISCONSIN DEPARTMENT OF JUSTICE, OFFICE OF SCHOOL SAFETY. Wisconsin School Threat Assessment and Management Protocol (WSTAMP-R24). Madison, WI: Wisconsin Department of Justice, Office of School Safety, 2025.
YOSHIDA, H. The cognitive consequences of early bilingualism. Zero to Three, nov. 2008.
