Atención y funciones ejecutivas en niños habitantes de la frontera colombo venezolana: diferencias entre educación urbana y rural
Cargando...
Archivos
Fecha
2020
Autores
Riaño-Garzón, Manuel
DIAZ-CAMARGO, EDGAR
Uribe Alvarado, J Isaac
Pacheco Rodríguez, Karen Mildred
Cárdenas, Marlly
Jiménez-Jiménez, Sebastián
Aguilar-Mejía, Oscar
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Resumen
La frontera colombo-venezolana enfrenta dinámicas sociales particulares que han
contribuido en los bajos indicadores de calidad educativa, presente también en contextos rurales donde
problemas como la migración y la violencia, dificultan la calidad y cobertura. Este estudio tuvo como
objetivo analizar las diferencias en el desarrollo de habilidades de atención y funciones ejecutivas según
el contexto (urbano -rural) y la metodología escolar recibida (urbana regular y rural multigrado). Métodos:
Se empleó un diseño no experimental, de alcance comparativo y corte transversal, evaluando una muestra
intencional de 55 niños emparejados por edad, sin dificultades académicas y matriculados en diferentes
instituciones de Norte de Santander- Colombia, en zona de frontera con Venezuela. Los estudiantes fueron
evaluados con tareas neuropsicológicas de atención visual, planificación, inhibición y memoria de trabajo
de la Evaluación neuropsicológica Infantil (ENI y Neuro psi). Los resultados fueron analizados mediante
estadística no-paramétrica dadas las características de los datos recolectados. Resultados: Se
encontraron desempeños inferiores en tareas de atencional visual en los participantes de ambas
metodologías en comparación con el grupo de referencia. Así mismo, se encontraron diferencias según el
tipo de metodología escolar recibida, siendo destacados en control inhibitorio los participantes de
metodología multigrado, mientras que los niños escolarizados en metodología regular mostraron mejores
resultados en capacidad de atención visual, atención auditiva y planeación. Conclusiones: Se encontraron
diferencias en funciones ejecutivas de control inhibitorio, atención y planeación de acuerdo con el contexto
escolar urbano-rural. Los hallazgos se discuten con el fin de argumentar la importancia de variables
intervinientes asociadas a contextos rurales latinoamericanos, donde se destaca el entorno físico, la
limitada estimulación cognitiva, prácticas particulares de crianza y cuidado y algunos hábitos que han
mostrado una relación con el desempeño cognitivo.
Executive functions and attention play a key role to achieve academic goals in scholars. However, research have shown multiple social factors that might impact educational outcomes in typically developed children. Colombia faces one major issue in its border with Venezuela due to historical, social, cultural and economic conditions that have contributed to low quality of education - among others problems. This situation is far worse in rural areas where government assistance programs are limited, and teaching methodologies vary considerably. The aim of this study was to explore children’s performances in attention and executive functions tasks according to teaching methodology used in urban (regular) and rural (multigrade) areas in the northeast of Colombia and close to the border with Venezuela. Methods: data were collected in two types of settings: 26 children from one local school (in Cucuta- Norte de Santander) and 29 children from three rural schools. All of them were 6 years old and enrolled in the first grade of primary school. Participants were tested using attentional (visual and auditory) and executive function tasks (planning, inhibitory control, and working memory). Results: lower performance was found in visual attention tasks for both groups in comparison with the reference group (children from other regions in Colombia). Moreover, there was a significant difference between the two conditions according to the teaching methodology: children from multigrade methodologies showed better performance in inhibitory control tasks, meanwhile children from regular methodologies showed better results in planning and attentional tasks. Conclusions: this study has identified differences in executive functions and attention of children depending on social contexts (urban-rural) and teaching methodologies. Findings are discussed in order to highlight social variables such as physical environment, limited cognitive stimulation, parenting, and some habits that impact Latin American contexts and have a strong relationship with children’s scholar outcomes.
Executive functions and attention play a key role to achieve academic goals in scholars. However, research have shown multiple social factors that might impact educational outcomes in typically developed children. Colombia faces one major issue in its border with Venezuela due to historical, social, cultural and economic conditions that have contributed to low quality of education - among others problems. This situation is far worse in rural areas where government assistance programs are limited, and teaching methodologies vary considerably. The aim of this study was to explore children’s performances in attention and executive functions tasks according to teaching methodology used in urban (regular) and rural (multigrade) areas in the northeast of Colombia and close to the border with Venezuela. Methods: data were collected in two types of settings: 26 children from one local school (in Cucuta- Norte de Santander) and 29 children from three rural schools. All of them were 6 years old and enrolled in the first grade of primary school. Participants were tested using attentional (visual and auditory) and executive function tasks (planning, inhibitory control, and working memory). Results: lower performance was found in visual attention tasks for both groups in comparison with the reference group (children from other regions in Colombia). Moreover, there was a significant difference between the two conditions according to the teaching methodology: children from multigrade methodologies showed better performance in inhibitory control tasks, meanwhile children from regular methodologies showed better results in planning and attentional tasks. Conclusions: this study has identified differences in executive functions and attention of children depending on social contexts (urban-rural) and teaching methodologies. Findings are discussed in order to highlight social variables such as physical environment, limited cognitive stimulation, parenting, and some habits that impact Latin American contexts and have a strong relationship with children’s scholar outcomes.
Descripción
Palabras clave
Atención, Función ejecutiva, Población rural, Neuropsicología, Niñez
Citación
Riaño-Garzón M, Díaz-Camargo E, Uribe Alvarado J I, Pacheco Rodríguez K, Cárdenas M, Jiménez-Jiménez S, Aguilar-Mejía O, Atención y funciones ejecutivas en niños de la frontera colombo-venezolana en educación urbana y rural. Ciencia e Innovación en Salud. 2020. e101: 431-444 DOI 10.17081/innosa.101
