FUNÇÕES EXECUTIVAS E SUA RELAÇÃO COM A ESCRITA: UM OLHAR SOBRE DISCUSSÕES REALIZADAS

Abstract

Executive functions (EF) have been considered as one of the main predictors of school performance. This work aimed to observe the researches contributions of the use of executive functions in the process of writing texts, especially with regard to Final Years of Elementary School. For this, a search was made in thesis and dissertation banks for works that had this relation as a research object. It was found that there is a lack of studies that study specifically this relationship and an even greater lack of studies focused on the same issue in adolescence. It is consensual among the analyzed works the indispensable role that the executive functions play in writing, however, the way in which this happens can vary throughout school life, that may be linked to the maturation of the executive functioning, which reaches fullness in adulthood. Furthermore, it was observed that it is necessary to pay more attention to cognitive stimulation in teacher education and that, mainly, to create preventive strategies. Studies have also pointed out that studies that vary the populations that was estuded are needed, in order to observe how variables external to environment can interfere with cognition, since different different experiences make individuals and their way of learn else different.