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Revista Psicopedagogia

versão impressa ISSN 0103-8486

Resumo

FERREIRA, Fabiana Ribas  e  TABAQUIM, Maria de Lourdes Merighi. Cognitives abilities of students from public and private schools: comparative study of pre-skills for academic learning. Rev. psicopedag. [online]. 2017, vol.34, n.104, pp. 126-136. ISSN 0103-8486.

Studies on the differential of cognitive performance of students from public and private schools contributes to policies elaboration that promote the improvement of the education quality. Over the last few years, it has been reported the declining of institution and the student's own inefficiency performance. Socioeconomic and cognitive resources differences among students are partially accepted and have a strong impact on the conservatism of educational systems. The objective of this study was to compare cognitive pre-skills for literacy of public and private school's children, with and without cleft lip and palate. The sample consisted of 66 students, from 4 to 7 years old, both sexes, enrolled in kindergarten or elementary school, organized in three groups: G1, by children with transforamen cleft, 15 from public schools and 5 from private schools; G2, by children with post-foramen fissure, 14 from public schools and 6 from private schools; And G3, by children without craniofacial anomalies or other developmental alterations, 13 from public school and 13 from private school. The protocols used were the Pre-Literacy Knowledge and Skills Test, the Columbia Mental Maturity Scale, Rey Complex Figures and the Socioeconomic Demographic Protocol. The results indicated that the students from the public schools, independent of the group, had lower performances in the cognitive pre-skills, and that the unfavorable socioeconomic conditions, associated to the limited sociocultural opportunities were indicative as risk factors for the low performance evidenced.

Palavras-chave : Cleft Palate; Intelligence; Cognition; Learning; Neuropsychology.

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