NEUROPSYCHOLOGICAL PROFILES AS A FRAMEWORK FOR A CURRICULAR INTERVENTION USING LOGIC AND READING ALOUD IN HIGH SCHOOL STUDENTS

The implementation of the new general high school curriculum in the Upper Secondary Education System (SEMS) demands self-management and complex reasoning competencies from students, which require specific neurobiological maturity.

The objective of this study was to diagnose the state of Executive Functions (EF) in high school students and, based on this evidence, to propose a situated pedagogical intervention. Through a quasi-experimental design, a sample of 20 students was evaluated using the Neuropsychological Battery of Executive Functions (BANFE-3). The results revealed a significant maturational asynchrony: while the orbitofrontal area (behavioral regulation) is preserved in the majority, 70% of the sample presents alterations in the dorsolateral prefrontal area, a region critical for planning, working memory, and cognitive flexibility, in view of this finding, which suggests a biological barrier to autonomous learning, a systematized curricular intervention strategy is presented. This proposal integrates exercises in formal logic—to specifically stimulate the deficient dorsolateral area—and reading aloud (RA)—for the maintenance of inhibitory control—aligning with the learning unit of Mathematical Knowledge. It is concluded that high school should serve as an explicit cognitive training environment to close the gap between curricular demands and adolescents' neurofunctional capacity.

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