Resumo

CAMPOS-GARCIA, David; SOLOVIEVA, Yulia  e  ROJAS, Luis Quintanar. Neuropsychological assessment of school learning in institutionalized children. Neuropsicologia Latinoamericana [online]. 2024, vol.16, n.3, pp.35-45.  Epub 05-Dez-2025. ISSN 2075-9479.  https://doi.org/10.5579/rnl.2024.0871.

The psychological and neuropsychological development can be constructed in very different ways depending on the educational conditions and the organization of individuals’ activities. The objective of the present text is to assess the acquisition and internalization characteristics of school actions in institutionally abused schoolchildren, through the utilization of psychological and neuropsychological analysis levels. The study is exploratory, cross-sectional, and descriptive. Ten Mexican children institutionalized due to neglect and with a history of abuse, enrolled in the elementary educational level, were evaluated. The results demonstrate inadequate internalization of intellectual actions, absence of cognitive motives, and functional compromise of the psychophysiological mechanism of regulation and control. The need for a systematic organization of actions based on the process of internalization to promote the teaching-learning process of intellectual actions, the identification of the presence or absence of psychological prerequisites for accessing school content, as well as the type of tasks sensitive for studying subjects with high levels of deprivation is discussed.

Palavras-chave : neuropsychological assessment; teaching and learning; institutionalization; activity theory; learning difficulty.

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