Construção do perfil de estudantes com dificuldades de aprendizagem: uma revisão sistemática
DOI:
https://doi.org/10.5294/edu.2025.28.3.1Palavras-chave:
Diagnóstico educacional, discurso académico, educação obrigatória, estudantes com necessidades especiais, dificuldades de aprendizagemResumo
As dificuldades de aprendizagem refletem claramente a integração de abordagens interdisciplinares que, historicamente, foram incorporadas ao campo educacional para compreender as condições humanas. Este estudo tem como objetivo analisar a construção do perfil de estudantes identificados com Dificuldades Específicas de Aprendizagem (DEA) a partir da produção acadêmica. Por meio de uma revisão sistemática da literatura, seguindo as diretrizes da declaração prisma**, foram avaliados 29 artigos, levando à análise de três eixos emergentes: neurofisiológico, cognitivo-pedagógico e socioemocional. Os estudos centrados na neurofisiologia analisam os estudantes com DEA a partir da correlação entre o funcionamento de áreas cerebrais e o nível de desempenho em tarefas relacionadas à aprendizagem escolar. As pesquisas voltadas para o domínio cognitivo-pedagógico concentram-se nas habilidades associadas aos processos de leitura, escrita ou cálculo, que os estudantes desenvolvem ao longo de sua trajetória escolar. Por fim, os estudos no âmbito socioemocional destacam aspectos comportamentais, autoestima e autorregulação como fatores relacionados à prevalência das DEA ou como características definidoras dos estudantes com essas dificuldades. As principais conclusões evidenciam a complexidade teórica e epistemológica envolvida na compreensão e delimitação dos estudantes dentro dessa categoria, considerando a diversidade de parâmetros e manifestações que surgem nos diferentes campos disciplinares. Estabelece-se que o discurso científico-acadêmico tende a individualizar essas manifestações nos estudantes, enfatizando habilidades que se desviam dos parâmetros de normalidade estabelecidos em contextos formais de ensino.
Downloads
Referências
Adlof, S. y Hogan, T. (2019). If we don’t look, we won’t see: Measuring language development to inform literacy instruction. Policy Insights from the Behavioral and Brain Sciences, 6(2), 210-217. https://doi.org/10.1177/2372732219839075
Aizi, A., Drikvand, F. y Sepahvani, M. (2020). Comparison of the effect of cognitive rehabilitation and neurofeedback on sustained attention among elementary school students with specific learning disorder: A preliminary randomized controlled clinical trial. Basic and Clinical Neuroscience, 11(4), 465-472. https://doi.org/10.32598/bcn.11.4.1211.1
Al Bustan, S., Al-Thuwaikh, S., Rajab, A. y Al Ghareeb, D. (2021). Emotional, Behavioral and Cognitive Self-Regulation of Children with Learning Disabilities in Arabic Mainstreamed and Specialized Middle-School Classrooms in Kuwait. International Journal of Early Childhood Special Education, 13(1), 132-142. https://doi.org/10.9756/INT-JECSE/V13I1.211016
Al-Qadri, A. H. y Zhao, W. (2021). Preparation of an observation card to measure the developmental learning difficulties among primary school students in Sana’a City, Yemen. South African Journal of Education, 41(2). https://doi.org/10.15700/saje.v41n2a1720
American Psychiatric Association. (2014). Manual diagnóstico y estadístico de los trastornos mentales (DSM-5) (5 ed.).
Apablaza, M. (2017). Prácticas ‘psi’ en el espacio escolar: Nuevas formas de subjetivación de las diferencias. Psicoperspectivas, 16(3), 52-63. https://doi.org/10.5027/psicoperspectivas-Vol16-Issue3-fulltext-1063
Arendt, H. (2003). La crisis en la educación. En Entre el pasado y el futuro. Ocho ejercicios sobre la reflexión política (pp. 185-208). Península.
Astle, D. y Bathlet, J. (2018). Remapping the cognitive and neural profiles of children who struggle at school. Development Science, 22(1). https://doi.org/10.1111/desc.12747
Bakker, N. (2017). Rethinking educational psychology: Towards a social science of learning and development. Routledge.
Bakos, S., Mehlhase, H., Landeerl, K., Bartling, J., Schulte-Korne, G. y Moll, K. (2020). Naming process in reading and spelling disorders: An electrophysiological investigation. Clinical Neurophysiology, 131(2), 351-360. https://doi.org/10.1016/j.clinph.2019.11.017
Barbiero, Ch., Montico, M., Lonciari, I., Monasta, L., Dinero, R., Vio, C., Tressoldi, P., Carrozzi, M., De Petris, A., De Cagno, A., Crescenzi, F., Tinarelli, J., Leccese, A., Pinto, A., Belacchi, C., Tucci, R., Musino, M., Tossali, M., Antonucci, A., Perrone, A., Graziano, M. y Ronfani, L. (2019). The lost children: the underdiagnosis of dyslexia in Italy. A cross-sectional national study. PloS One, 14(1):e0210448. https://doi.org/10.1371/journal.pone.0210448
Barca-Enríquez, E. y Barca-Lozano, A. (2019). Dificultades de aprendizaje e itinerario vital en niños adoptados interacciones e influencias desde la triada M.A.N. (maltrato, abusos, negligencia). International Journal of Development and Educational Psychology, 3(1), 231-240. https://doi.org/10.17060/ijodaep.2019.n1.v3.1478
Berchiatti, M., Ferrer, A., Galiana, L., Badenes‑Ribera, L. y Longobardi, C. (2021). Bullying in students with special education needs and learning difficulties: The role of the student–teacher relationship quality and students’ social status in the peer group. Child & Youth Care Forum, 51, 515-537. https://doi.org/10.1007/s10566-021-09640-2
Bhushan, S., Arunkumar, S., Eisa, T., Nasser, M., Singh, A. y Kumar P. (2024). AI-enhanced dyscalculia screening: A survey of methods and applications for children. Diagnostics, 14(13), 1441. https://doi.org/10.3390/diagnostics14131441
Bishara, S. (2019). The orthographic depth and promotion of students with learning disabilities. Cogent Education, 6(1), 1-13. https://doi.org/10.1080/2331186X.2019.1646384
Bonifacci, P., Tobia, V., Marra, V., Desideri, L., Baiocco, R. y Ottaviani, C. (2020). Rumination and emotional profile in children with specific learning disorders and their parents. International Journal of Environmental Research and Public Health, 17(2), 389. https://doi.org/10.3390/ijerph17020389
Brun, C., Boraud, T. y Gonon, F. (2024). The neoliberal leaning of the neuroscience discourse when it deals with mental health and learning disorders. Neurobiology of Disease, 199, 106544. https://doi.org/10.1016/j.nbd.2024.106544
Chacko, D. y Vidhukumar, V. (2020). The prevalence of specific learning disorder among school-going children in Ernakulam District, Kerala, India: Ernakulam Learning Disorder (ELD) Study. Indian Journal of Psychological Medicine, 42(3), 250-255. https://doi.org/10.4103/IJPSYM.IJPSYM_199_19
Cluley, V., Fyson, R. y Pilnick, A. (2019). Theorising disability: A practical and representative ontology of learning disability. Disability & Society, 35(2), 235-257. https://doi.org/10.1080/09687599.2019.1632692
De la Peña, C. y Bernabéu, E. (2018). Dislexia y discalculia: una revisión sistemática actual desde la neurogenética. Universitas Psychologica, 17(3), 1-11. https://doi.org/10.11144/Javeriana.upsy17-3.ddrs
Delafontaine, J., Aesaert, K. y Nijs, S. (2024). Effectively teaching students with special educational needs (SEN): A template analysis and comparison of mainstream and special education teachers in Flanders. Teaching and Teacher Education, 151, 104760. https://doi.org/10.1016/j.tate.2024.104760
Dhers, P. (2019). Dificultades en los aprendizajes. Hologramática, 3(31), 3-31.
Fletcher, J. M. y Miciak, J. (2024). Assessment of specific learning disabilities and intellectual disabilities. Assessment, 31(1), 53-74. https://doi.org/10.1177/10731911231194992
Gamvrouli, M., Gamvrouli, I. y Triantafyllou, C. (2023). Evaluation tools of the characteristics of attention deficit and hyperactivity disorder (ADHD) in children and adolescents: A literature review. Psychiatriki, 34(2), 112-121. https://doi.org/10.22365/jpsych.2021.034
Girli, A. y Öztürk, H. (2017). Metacognitive reading strategies in learning disability: Relations between usage level, academic self-efficacy and self-concept. International Electronic Journal of Elementary Education, 10(1), 93-102. https://doi.org/10.26822/iejee.2017131890
Grant, J., Siegel, L. y D’Angiulli, A. (2020). From schools to scans: A neuroeducational approach to comorbid math and reading disabilities. Front Public Health, 8(469), 1-25. https://doi.org/10.3389/fpubh.2020.00469
Grigorenko, E., Compton, D., Fuchs, L., Wagner, R., Willcut, E. y Fletcher, J. (2020). Understanding, educating, and supporting children with specific learning difficulties: 50 years of science and practice. American Psychologist, 75(1), 37-51. https://doi.org/10.1037/amp0000452
Guzmán, B., Rodríguez, C. y Ferreira, R. (2019). Sentido numérico, memoria de trabajo y RAN: una aproximación longitudinal al desarrollo típico y atípico de niños chilenos. Revista de Psicodidáctica, 24(1), 62-70. https://doi.org/10.1016/j.psicod.2018.11.002
Hastie, C., Mackay, D., Clemens, T., Cherrie, M., King, A., Dibben, C. y Pell, H. (2019). Antenatal exposure to solar radiation and learning disabilities: Population cohort study of 422,512 children. Scientific Reports, 9, 9356. https://doi.org/10.1038/s41598-019-45562-9
Holmes, J., Guy, J., Kievit, R., Bryant, A. y Mareva, S. (2021). Cognitive dimensions of learning in children with problems in attention, learning, and memory. Journal of Educational Psychology, 113(7), 1454-1480. https://doi.org/10.1037/edu0000644
Iglesias-Sarmiento, V., Deaño-Deaño, M., Conde, Á., Alfonso, S., Limia, S. y Tellado, F. (2017). Resolución de problemas aritméticos en alumnos con dificultades de aprendizaje y TDAH. International Journal of Developmental and Educational Psychology, 1(1), 167-176. https://doi.org/10.17060/ijodaep.2017.n1.v1.909
Izumi, J., Burns, M. y Frisby, C. (2019). Differences in specific learning disability identification with the Woodcock-Johnson IV. School Psychology, 34(6), 603-611. https://doi.org/10.1037/spq0000336
Kirk, S. y Bateman, B. (1962). Diagnosis and remedation of learning disabilities. Excepcional Children, 29, 73-78. https://doi.org/10.1177/001440296202900204
Leal, N. (2016). Para un análisis epistemológico y lógico del campo de las dificultades de aprendizaje. Educ@ción en Contexto, 2(3). https://educacionencontexto.net/journal/index.php/una/article/view/26
Limia, S., Deaño, M., Conde, Á., Iglesias-Sarmiento, V., Alfonso, S. y Tellado, F. (2017). Eficacia de un programa de escritura orientado metacognitivamente en alumnos de 3º a 6º grado de educación primaria con dificultades de aprendizaje en escritura. International Journal of Developmental and Educational Psychology, 3(1), 61-70. https://doi.org/10.17060/ijodaep.2017.n1.v3.975
Martínez, B., Fernández, T., Garófalo, N., Biscay, R. y Bosch, J. (2020). Working memory in children with learning disorders: An EEG power spectrum analysis. Brain Sciences, 10(11), 817. https://doi.org/10.3390/brainsci10110817
Mather, N. y Schneider, D. (2023). The use of cognitive tests in the assessment of dyslexia. Journal of Intelligence, 11(5). https://doi.org/10.3390/jintelligence11050079
Muñoz, L. y Cardoso-Pulido, M. J. (2021). Estudio sobre las dificultades de aprendizaje y el uso de las pantallas: la identidad digital en el aula de primaria. Reidocrea, 10(10), 1-20. https://doi.org/10.30827/Digibug.66300
Mutlu, Y. (2019). Math Anxiety in students with and without math learning difficulties. International Electronic Journal of Elementary Education, 11(5), 471-475. https://doi.org/10.26822/iejee.2019553343
NJCLD - National Joint Committee for Learning Disabilities. (2016). Learning disabilities: Implications for policy regarding research and practice.
Nehra, A., Hazrati, R., Makkar, R., Hassija, R., Bhardwaj, S. y Panshikar, A. (2024). Is there uniformity in the diagnosis of learning disability globally? Indian Journal of Public Health, 68(2), 276-283. https://doi.org/10.4103/ijph.ijph_1274_23
Nicolielo-Carrilho, A., Crenitte, P., Lopes-Herrera, S. y Hage, S. (2018). Relationship between phonological working memory, metacognitive skills and reading comprehension in children with learning disabilities. Journal of Applied Oral Science, 26, 1-8. https://doi.org/10.1590/1678-7757-2017-0414
Nora, A., Renvall, H., Ronimus, M., Kere, J., Lyytinen, H. y Salmelin, R. (2021). Children at risk for dyslexia show deficient left-hemispheric memory representations for new spoken word forms. NeuroImage, 229. https://doi.org/10.1016/j.neuroimage.2021.117739
Pascual, M. y Salas, N. (2021). The cognitive profile and text-based traits of struggling writers. Journal for the Study of Education and Development, 44(1), 219-253. https://doi.org/10.1080/02103702.2020.1848090
Peña, T. y Pirela, J. (2007). La complejidad del análisis documental. Información, Cultura y Sociedad, 16, 55-81.
Peters, L. y Ansani, D. (2019). Are specific learning disorders truly specific, and are they disorders? Trends in Neurosciencie and Education, 17. https://doi.org/10.1016/j.tine.2019.100115
Ramírez-Burgos, M. J. (2024). Respuestas educativas para estudiantes identificados con dis-capacidad en universidades públicas de España. Una realidad de demandas contrapuestas. [Tesis de Doctorado en Educación, Universidad Autónoma de Madrid].
Reda, F., Gorgoni, M., D´Atri, A., Scarpelli, S., Carpi, M., Di Cola, E., Menghini, D., Vicari, S., Stella, G. y Gennaro, L. (2021). Sleep-Related declarative memory consolidation in children and adolescents with developmental dyslexia. Brain Sciences, 11(1), 73. https://doi.org/10.3390/brainsci11010073
Restrepo, G. (2015). La neuropsicología transaccional, hacia una concepción integral de las dificultades del desarrollo infantil. Ciencias de la Salud, 13(3), 431-445. https://doi.org/10.12804/revsalud13.03.2015.08
Rethemiotaki, I. (2021). Asthma diagnosis and learning disabilities among children in the United States. Family Medicine & Primary Care Review, 23(1), 59-64. https://doi.org/10.5114/fmpcr.2021.103157
Ribeiro, E. y Rodrigues, M. (2020). Estudo sobre a prática docente frente à medicalização da aprendizagem. Psicología Escolar Educacional, 24, e218032. https://doi.org/10.1590/2175-35392020218032
Ricci, C. (2020). Diálogo interdisciplinar Psicopedagogía, Didáctica, Pedagogía en torno a la interrelación modalidades diversas, clases heterogéneas y educación como derecho. Pilquen, 17(2), 1-18.
Roberts, G., Lindström, E., Jiménez, Z., Ghosh, E., Mehmedovic, S., McFadden, K. y Bahadori Fallah, M. (2024). Intervention research for students with co-occurring reading difficulties and inattention: A systematic review of single-case design studies. Journal of Behavioral Education, 33, 721-745. https://doi.org/10.1007/s10864-023-09517-5
Robleda, G. (2019). How to analyze and write the results of a systematic review. Enfermería Intensiva, 30(4), 192-195. https://doi.org/10.1016/j.enfie.2019.09.001
Roinéi, C. y Barallobresii, G. (2018). Pensando con Pierre Bourdieu la categorización de los alumnos con dificultades. Cadernos de Pesquisa, 48(170), 1168-1192. https://doi.org/10.1590/198053145362
Sánchez, S., Martín, R. A., Moreno, I. y Espada, R. (2018). Revisión sobre la intervención precoz en dificultades de aprendizaje relacionadas con la lectura. Revista Electrónica Interuniversitaria de Formación del Profesorado, 21(3), 35-45. https://doi.org/10.6018/reifop.21.3.335171
Sánchez-Doménech, I. (2022). Revisión sistemática: perfil cognitivo de dislexia y discalculia comórbidas. Aula Abierta, 51(2), 201-210. https://doi.org/10.17811/rifie.51.2.2022.201-210
Sánchez-Meca, J. (2003). La revisión del estado de la cuestión: el meta-análisis. En C. Camisón, M. J. Olta y M. L. Flor (eds.), Enfoques, problemas y métodos de investigación en economía y dirección de empresas (pp. 101-110). Universitat Jaume I.
Sánchez-Serrano, S., Pedraza-Navarro, I. y Donoso-González, M. (2022). ¿Cómo hacer una revisión sistemática siguiendo el protocolo prisma? Usos y estrategias fundamentales para su aplicación en el ámbito educativo a través de un caso práctico. Bordón, 74(3), 51-66. https://doi.org/10.13042/Bordon.2022.95090
Scarin, A. y Souza, M. (2020). Medicalização e patologização da educação: desafios à psicologia escolar e educacional. Psicologia Escolar e Educacional, 24, 214158. https://doi.org/10.1590/2175-35392020214158
Seçkin, Ş. (2021). Assessing the language skills of primary school students with and without learning disabilities in the context of narration. Cypriot Journal of Educational Science, 16(1), 358-370. https://doi.org/10.18844/cjes.v16i1.5534
Solé, J. y Moyano, S. (2017). La colonización Psi del discurso educativo. Foro de Educación, 15(23), 101-120. https://doi.org/10.14516/fde.551
Soares, N., Evans, T. y Patel, D. R. (2018). Specific learning disability in mathematics: A comprehensive review. Translational Pediatrics, 7(1), 48-62. https://doi.org/10.21037/tp.2017.08.03
Suárez, J., González-Sánchez, L., Areces, D., García, T. y Rodríguez, C. (2022). Dificultades específicas de aprendizaje y el modelo de respuesta a la intervención: una revisión sistemática. Psychology, Society & Education, 14(2), 67-75. https://doi.org/10.21071/psye.v14i2.15002
Taboada, E., Iglesias, P., López, S. y Rivas, R. (2020). Las dificultades neuroevolutivas como constructo comprensivo de las dificultades de aprendizaje en niños con retraso del desarrollo: una revisión sistemática. Anales de Psicología, 36(2), 271-282. https://doi.org/10.6018/analesps.347741
Tellado, F., Deaño, M., Limia, S., Alfonso, S., Iglesias-Sarmiento, V., y Conde, Á. (2017). Resolución de problemas aritméticos en alumnos con dificultades de aprendizaje y TDAH. Infad, 1(1). https://doi.org/10.17060/ijodaep.2017.n1.v1.909
Wagner, R., Zirps, F., Edwards, A., Wood, S., Joyner, R., Becker, J., Liu, G. y Beal, B. (2020). The prevalence of dyslexia: A new approach to its estimation. Journal of Learning Disabilities, 53(5), 354-365. https://doi.org/10.1177/0022219420920377
WHO - World Health Organization. (2018). International statistical classification of diseases and related health problems (11th rev.). https://icd.who.int/
Zuppardo, L., Rodríguez, A., Pirrone, C. y Serrano, F. (2020). Las repercusiones de la dislexia en la autoestima, en el comportamiento socioemocional y en la ansiedad en escolares. Psicología Educativa, 26(2), 175-183. https://doi.org/10.5093/psed2020a4
Zuppardo, L., Serrano, F. y Pirrone, C. (2017). Delimitando el perfil emotivo-conductual en niños y adolescentes con dislexia. Retos XXI, 1(1), 88-104.
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2026 Solange Tenorio Eitel, Ximena Acuña Robertson, María José Ramírez-Burgos, Liliana Paulina Ramos Abadie, Catalina Jara Dachelet
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
1. Proposta de Política para Periódicos de Acesso Livre
Autores que publicam nesta revista concordam com os seguintes termos:
Esta revista e os seus artigos estão publicados com a licença Creative Commons Atribuição-NãoComercial-SemDerivações 4.0 Internacional (CC BY-NC-ND 4.0). Você tem o direito de compartilhar, copiar e redistribuir o material em qualquer suporte ou formato. Para que isto ocorra: você deve dar o crédito apropriado, prover um link para a licença e indicar se mudanças foram feitas; você não pode usar o material para fins comerciais; e, se você remixar, transformar ou criar a partir do material, você não pode distribuir o material modificado.
