RESUMO Introdução: Estudos demonstram a importância das funções executivas (FE) para o desenvolvimento infantil, salientando esses processos como indicadores de saúde, bem-estar e sucesso escolar e profissional. As FE são processos cognitivos que objetivam o controle e o gerenciamento do comportamento para atingir metas específicas e envolvem processos como planejamento, automonitoramento, inibição, flexibilidade cognitiva, atenção (executiva) e componente executivo central da memória de trabalho (MT). No que se refere ao contexto escolar, as FE são necessárias para o contínuo de aprendizagem e um eficiente desempenho acadêmico, pois são habilidades cognitivas recrutadas em diversas situações na escola. Objetivo: Este artigo tem por objetivo apresentar o processo de construção e validade de conteúdo do CENA - Programa de capacitação de educadores sobre neuropsicologia da aprendizagem com ênfase em funções executivas e atenção. Métodos: Participaram deste estudo sete profissionais especialistas (quatro juízes responsáveis por avaliar o programa e três especialistas participantes de brainstormings) e envolveu três etapas distintas: 1) pesquisa a pressupostos teóricos: neuropsicologia e educação; 2) construção do programa e brainstorming entre autores e 3) análise de juízes. Resultados: O CENA mostrou adequação em relação aos seus objetivos, estrutura, linguagem e método, apresentando evidência de validade de conteúdo para um processo de intervenção neuropsicológica em âmbito escolar. Conclusão: O investimento em programas de capacitação de professores em neuropsicologia escolar pode ser uma contribuição para abordagens que busquem o desenvolvimento acadêmico e um aprimoramento da aprendizagem na educação brasileira.

ABSTRACT Introduction: The importance of executive functions (EF) in childhood development, and their role as indicators of health, well-being, professional and academic success have been demonstrated by several studies in the literature. FE are cognitive processes that aim to control and manage behavior to achieve specific goal and included skills planning, inhibition, cognitive flexibility, (executive) attention and the central executive component of working memory (WM). In the context of education, the EF are crucial for continued learning and efficient academic performance due to their involvement in several components of the educational process. Objective: The aim of this article was to describe the development and content validity of the CENA Program for Educational Training on the Neuropsychology of Learning, with an emphasis on executive functions and attention. Methods: The study involved seven specialists (four responsible for evaluating the program, and three involved in brainstorming), and was carried out in three stages: 1) Background research: neuropsychology and education; 2) Program development - author brainstorming and 3) Evaluation by expert judges The goals, language and methods. Results: CENA Program were considered adequate, attesting to its content validity as a school-based neuropsychological intervention. Conclusion: Teacher training in school neuropsychology may be an important area for future investment and contribute to academic achievement and student development in the Brazilian education system.

Executive functions (EF) have been a major focus of interest in neuropsychology. However, there are few studies about their development in healthy children. To fill this gap in the literature, the current study aims to compare the performance in EF tasks in children from 6 to 12 (n=90) years old. Three age groups (6-7, 8-10 and 11-12 years-old) were assessed using the following instruments: verbal fluency, narrative discourse, random number generation, N-Back, Bells Test and Hayling Test. Analyses of variance were used to compare the scores among groups. There was a significant effect of age in all executive performance scores, especially between the youngest and oldest groups. The most significant differences were observed in the central executive component of working memory and inhibition, which showed a marked development between 6-7 and 8-10 years of age. In addition, a remarkable peak was observed in the tasks that assess planning and processing speed in the group of 11-12 year-old children. The current results suggest that the development of all components of EF should be further investigated in school-aged children in normative studies so that possible dissociations in the development of these abilities can be better understood.

Executive functions (EF) is a general term that refers to cognitive processes designed to organize and adapt human behavior in situations that require planning and decision making, problem solving, initiation and inhibition of actions, and adapting to changes. Among the main components of executive processes, we can emphasize the ability to inhibit and to present cognitive flexibility due to changes. Understanding the relationships among the various components of EF in adults and children has been a focus in the literature. However, these processes are complex and multiple. The present study sought to determine whether correlations exist among performances measured by different tools used to evaluate EF in school-age children. The sample comprised 59 children aged 8 to 12 years attending public schools. Participants were assessed using verbal fluency tasks and narrative discourse with the Montreal Battery of Evaluation of Communication-MAC Battery, random-number generation, the Hayling Test, the Bells Test, and the n-back test. Correlation analyses were performed using Pearson's correlation coefficient. The results suggested a closer relationship among some components of the evaluation of EF, especially among tasks that assess inhibition and cognitive flexibility.