Self-Regulation of Learning in Elementary School Children: an Analysis of the Sarilhos do Amarelo Project from the Perspective of Neuroscience and Learning.

Isabela Ruivo Salles; Maria Fernanda Celli De Oliveira

DOI: 10.22167/2675-6528-202603005

Article derived from a Final Course Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by the Pecege Institute for textual synthesis and organization.

Abstract

The self-regulation of learning in elementary school children constitutes a relevant field of study for education. The study analyzed the effectiveness of the Sarilhos do Amarelo Project as a didactic resource for teachers in the first cycle of Elementary Education, as well as its relationship with Neuroscience applied to Education. The project proposed the development of self-regulated learning strategies, based on planning, goal setting, resource organization, monitoring, and evaluation of results, grounding itself in the book “Travessuras do Amarelo” and the cyclical PLEA model (Plan, Execute, and Evaluate). The methodology employed consisted of systematic and applied documentary analysis, aimed at understanding the relationships between self-regulated learning, neuroscience, and executive functions. The results showed that the project offers relevant theoretical subsidies for teaching practice, favoring the development of more efficient pedagogical practices. However, it was observed that the project did not establish a consistent articulation with the neuroscientific concepts of learning, which constituted a gap in its theoretical foundation. The research contributed to highlighting the potential and limitations of the material in the continuing education of teachers and in the qualification of pedagogical practices.

Keywords: Self-Regulated Learning; Elementary School; Executive Functions and Learning; Neuroscience and Education; Sarilhos do Amarelo Project.

1. Introduction

The self-regulation of learning constitutes a field of study of growing relevance in the contemporary educational landscape, especially in elementary education. This process, which empowers students to manage their own behaviors, thoughts, and feelings in relation to learning, is fundamental for the development of autonomy and academic success, as pointed out by Zimmerman and Schunk (2011). In this context, the Sarilhos do Amarelo Project emerges as a didactic resource designed to foster self-regulation in children of the first cycle of elementary education.

The Yellow Troubles Project, developed by Rosário et al. (2007) at the University of Minho’s University Research Group on Self-Regulation (GUIA) in Portugal, uses the children’s book “Yellow Troubles” (known in Brazil as “As Travessuras do Amarelo”) as its narrative basis. The project’s pedagogical proposal is based on Albert Bandura’s (2008) social cognitive theory and Zimmerman’s (2000) cyclical model, suggesting the curricular infusion of self-regulation strategies. These strategies encompass planning, goal setting, resource organization, monitoring, and outcome evaluation, structured in the cyclical PLEA model (Plan, Execute, and Evaluate), as described by Rosário et al. (2004).

The understanding of self-regulated learning processes is significantly enriched by the perspective of Neuroscience and Learning, which investigates how the brain learns and how cognitive functions develop. Executive Functions, for example, which encompass inhibitory control, working memory, and cognitive flexibility, are essential cognitive skills for planning and executing intentional actions, being directly related to self-regulation, as highlighted by Cosenza and Guerra (2011), Barros and Hazin (2013), and Fonseca (2014). The development of these functions, which intensifies in the elementary school age range, allows children to engage in complex behaviors and make more elaborate decisions (Rosário et al., 2007).

Despite the relevance of the Sarilhos do Amarelo Project for the development of self-regulatory skills, a gap is observed in its theoretical foundation. The project’s guiding document does not establish a consistent and explicit articulation with the neuroscientific concepts of learning. The relationship between the project and neuroscience is mentioned superficially, as “cognitive development”, without delving into the connection with the functioning of the prefrontal cortex, synaptic connections, brain plasticity, or different types of memory, as identified in the TCC analysis.

This gap is significant, as the integration of neuroscience applied to education is fundamental for a deeper understanding of how self-regulatory processes develop and consolidate in brain function (Cosenza and Guerra, 2011). Expanding this theoretical perspective is crucial for qualifying pedagogical practices and continuous teacher training, allowing educators to understand the complexity of the educational phenomenon and the variables involved in the relationship between student, teacher, and the different ways of learning. The theme constitutes a fruitful field for research and improvement of teaching practice, by integrating knowledge from neuroscience and self-regulation to favor students’ learning and socio-cognitive development.

The relevance of this study, therefore, is justified by the need to improve the theoretical foundation of the Sarilhos do Amarelo Project and to contribute to teacher training, offering a more integrated view on self-regulated learning. Given the above, this work aimed to investigate, in light of Neuroscience and Learning, with a focus on Executive Functions, how the Sarilhos do Amarelo Project contributes significantly to learning and to the development of student autonomy, in addition to being a powerful document for the improvement of teaching practices in the classroom.

2. Material and Methods

This research was characterized as a study of an applied nature, according to the classification by Fleury and Werlang (2017). Applied research aims to test or refute theories through their relationship with practice, seeking to intervene and propose solutions for problems arising from the demands of the social world. In this work, the applied approach was used with the objective of confirming results from the collected data, taking as a principle the theorization of the transformation process itself, aiming to ensure an intensification of the relationship between theory and practice in the educational context.

The central methodological approach consisted of a systematic and applied documentary analysis. According to Almeida and Guindani (2009), this methodology uses methods and techniques for the understanding and interpretation of documents of different natures. The main empirical object of this analysis was the guiding document “Sarilhos do Amarelo”, developed by Rosário et al. (2007) at the University Research Group on Self-Regulation (GUIA) of the University of Minho, in Portugal.

In the process of analyzing the document “Sarilhos do Amarelo”, several elements were examined. These included the description of the project methodology, the teaching of self-regulated learning strategies and processes, the concept of social modeling, the operationalization of the project, the work proposal, the analysis of the stages of the book “As Travessuras do Amarelo”, and the reading guide with activity suggestions. This detailed exploration aimed to understand the project’s structure and content in relation to self-regulation.

To deepen the theoretical study and contextualize the documentary analysis, a complementary bibliographic research was carried out. This stage aimed to analyze academic productions related to the contributions of Neuroscience and Learning, Executive Functions, and Learning Self-Regulation. The data sources consulted were the Thesis and Dissertation Bank of the Coordination for the Improvement of Higher Education Personnel (CAPES), the online catalog of the Integrated Library System of the University of São Paulo (USP), the Scientific Electronic Library Online (SciELO), and Google Scholar.

The selection of bibliographic works followed criteria of similarity and approximation to the central theme of the research. Priority was given to the reading of studies that addressed the practical application of the Sarilhos do Amarelo Project in the initial years of Elementary Education, as well as research related to Neuroscience and Education, Executive Functions, and Self-Regulated Learning. The keywords used for the searches were: Neuroscience and Education; Executive Functions and Learning; Sarilhos do Amarelo Project; Self-Regulated Learning; and Elementary Education.

The analysis of the Sarilhos do Amarelo Project was conducted in light of specific theoretical frameworks. The contributions of Neuroscience applied to Education were used, based on the studies by Cosenza and Guerra (2011), Barros and Hazin (2013), León et al. (2013), and Fonseca et al. (2014). Additionally, the theoretical foundation on Self-Regulated Learning included Albert Bandura’s (2008) social cognitive theory and Zimmerman’s (2008) cyclical model, which served as lenses for the interpretation of the material.

The data analysis technique consisted of the systematic interpretation of the content of the document “Sarilhos do Amarelo” in confrontation with the selected theoretical frameworks. This process sought to identify the articulation between the concepts of self-regulated learning present in the project and the principles of Neuroscience and Executive Functions. The data collected from documentary analysis and bibliographic research were organized to allow an integrated understanding of the relationships between the fields of study.

The organization of the data allowed for an evaluation of the coherence of the Yellow Sarilhos Project with neuroscientific knowledge on learning and executive functions. The objective was to elucidate how the project, in its conception and proposals, aligns or diverges from this knowledge, providing subsidies for understanding its potential and limitations in teacher training and the development of student autonomy in elementary education.

3. Results and Discussion

This study sought to analyze the Sarilhos do Amarelo Project as a didactic resource for teachers of the first cycle of Elementary Education, from the perspective of Neuroscience and Learning, with a focus on Executive Functions. The results of the systematic and applied documentary analysis revealed that the project, based on Albert Bandura’s Sociocognitive Theory (2008) and Zimmerman’s cyclical model (2000), offers a robust theoretical and practical framework for the development of learning self-regulation in children. However, a significant gap was identified in the explicit articulation between the strategies proposed by the project and the neuroscientific concepts of learning, which limits a deeper understanding of its underlying mechanisms.

The Yellow Sarilhos Project

The Yellow’s Sarilhos Project, developed by Rosário et al. (2007) at the University of Minho’s University Research Group on Self-Regulation (GUIA) in Portugal, is a guiding document for educators and family members. Its main objective is to foster learning self-regulation in preschool and early elementary school children, using the children’s book “As Travessuras do Amarelo” (The Yellow’s Mischiefs) as a narrative basis. The project’s pedagogical proposal, which spans 17 chapters, aims to develop self-regulation strategies through tasks involving planning, goal setting, resource organization, monitoring, and outcome evaluation, structured within the cyclical PLEA model (Plan, Execute, and Evaluate).

The document analysis revealed that the authors, Rosário et al. (2007), were concerned with presenting a solid theoretical foundation for the project, dedicating the first chapter and its subchapters to the explanation of the “Tool Rationale”. This theoretical approach aims to empower educators and other interested parties to understand the conceptions of self-regulated learning that underpin the book “As Travessuras do Amarelo”. The theoretical exposition seeks to give greater depth to the work developed in the classroom and to favor the improvement of the quality of social interactions in the school environment, as pointed out by the authors.

The concept of self-regulated learning in the document “Sarilhos do Amarelo”

Learning self-regulation is defined in the project as a conscious and voluntary process of self-governance, which allows the individual to manage their behaviors, thoughts, and feelings to achieve personal goals (Bandura, 1991; Bandura, 2008; Zimmerman, 2000). Since the mid-1980s, research on self-regulation has intensified in the educational context, seeking ways to develop students’ autonomy in their learning (Zimmerman and Schunk, 2011). Albert Bandura’s Social Cognitive Theory, which underpins the project, explores the reciprocal relationship between personal, behavioral, and environmental factors in human functioning (Evely and Boruchovitch, 2018).

Bandura (1978) proposed that the self-regulation of human behavior is a multifaceted phenomenon, operating through three self-management subprocesses: self-observation, judgment, and self-reaction (Polydoro and Azzi, 2009; Zimmerman and Schunk, 2011). Self-observation refers to monitoring one’s own performance, while judgment involves evaluating that performance based on personal values and social norms. Self-reaction, in turn, comprises the emotional, cognitive, and behavioral responses to this evaluation, which may include self-corrections or motivational incentives. These processes allow the individual to intentionally intervene in their environment to achieve pre-established goals.

The neurological processes responsible for the self-regulation of thought and behavior are cyclically oriented and adapted to achieve personal goals and guided by social patterns of behavior. Self-regulation, therefore, enables better learning conditions, being a process that is learned and involves the explicit teaching of strategies (Cosenza and Guerra, 2011). Interaction with the environment, throughout human development, facilitates the formation of neural connections, promoting learning and the emergence of new behaviors. Environments that offer adequate stimuli for the development of self-regulatory competencies contribute to the internalization of these strategies.

Learning, from a neuroscientific perspective, is a consequence of the facilitation of information passage along synapses, where biochemical mechanisms release neurotransmitters in greater quantity (Cosenza and Guerra, 2011). For learning about self-regulation to be lasting, the stabilization of new synaptic connections is necessary, which demands time and personal effort. The concept of self-regulation of learning, according to Rosário et al. (2007), highlights the intentional character of the subject’s action as essential for learning, allowing children with self-regulatory competencies to analyze environmental demands and select the most appropriate strategies for their objectives.

The teacher’s role is fundamental in this process, as professors exert significant influence on the development of students’ self-efficacy and self-confidence through the observation of behaviors (Lima et al., 2025). Cosenza and Guerra (2011) and Tortella and Forner (2019) emphasize that the teacher must facilitate learning, presenting and teaching strategies, monitoring their use, and providing continuous feedback. This promotes student autonomy, although learning is an individual phenomenon, shaped by each person’s historical circumstances.

Zimmerman’s (2000, 2002) cyclical model is one of the main concepts explored in the project, describing self-regulated learning as a dynamic and open process with three main phases: the forethought phase, the volitional control phase, and the self-reflection phase. These phases occur simultaneously and interactively, without a rigid hierarchy. Zimmerman’s explanatory cyclical model underpins the “PLEA” (Plan, Execute, and Evaluate) model by Rosário et al. (2004, 2007), which is also composed of three interactive phases, each with a set of strategies that guide the development of self-regulated learning.

The planning phase is the first stage of the PLEA model, where a set of strategies is built to achieve the established objectives. This phase has a close relationship with working memory and prospective memory, according to Cosenza and Guerra (2011). Working memory, or short-term memory, is responsible for making available and manipulating information necessary for planning. Prospective memory, in turn, is crucial for remembering events and predicting future situations, assisting in task monitoring and behavior supervision, being fundamental for planning behavioral strategies.

The execution phase corresponds to the moment when the defined plan is put into practice, with the implementation of learning strategies for carrying out activities and monitoring their progress, aiming at achieving the goals. Finally, the evaluation phase involves critical reflection on the conformity of the previous steps with the plan. The objective of the evaluation is to analyze the relationship between the plan, the goals, and the results, serving as a basis for planning subsequent tasks and continuing the self-regulation cycle. The stimulus for self-regulation is an effective way to mitigate learning difficulties, being a skill that can be improved through explicit teaching and personal experiences, involving the intentional action of the subject and the resources of the environment.

Between 6 and 9 years old, a period corresponding to Elementary School I, children show a more pronounced development of self-regulatory competencies, becoming more aware of their capabilities and better able to choose strategies to achieve goals (Rosário et al., 2007). During this period, there is an increase in awareness regarding actions and thoughts, associated with the development of the cortex and executive functions. Children in this age group are capable of elaborating intentional metacognitive work, formulating questions that project the consequences of their behaviors in the short, medium, and long term, which justifies the project’s relevance for this age group.

Executive Functions and Self-Regulation of Learning in the Sarilhos do Amarelo Project

The analysis of the relationship between Executive Functions and the Sarilhos do Amarelo Project revealed a close approximation between the concept of self-regulation, PLEA strategies, and the field of Executive Functions. Executive Functions are a set of cognitive skills that allow for the organization of thought and behavior, essential for planning and monitoring daily actions and objectives (Cosenza and Guerra, 2011; Barros and Hazin, 2013; León et al., 2013; Fonseca et al., 2014). Although the project’s guiding document is not explicitly based on Neuroscience or the characteristics of Executive Functions, these are, in summary, the elements that enable the individual’s organized interaction with the world.

From an anatomical point of view, the prefrontal cortex is the brain region most directly related to Executive Functions, playing a fundamental role in the articulation of different aspects of executive control (Barros and Hazin, 2013). However, the performance of these functions does not depend exclusively on the prefrontal cortex, but on the integrated action of various neural circuits, requiring the participation of the brain as a whole for efficient functioning (Pires, 2010). Fonseca (2014) describes Executive Functions as the “neurofunctional maestro”, highlighting their importance in optimizing cognitive control, especially in learning situations.

The main Executive Functions skills that articulate with the theoretical basis of the Yellow Sarilhos Project and the PLEA model are inhibitory control, working memory, and cognitive flexibility. Inhibitory control refers to the ability to select stimuli, think before acting, and inhibit distractors, favoring self-discipline and self-control over attention and intentional actions (Léon et al., 2013; Barros and Hazin, 2013). This competence is crucial for regulating thoughts, emotions, and behaviors according to defined goals, being an essential mechanism for planning and monitoring the execution of actions, both in Bandura’s (2008) Social Cognitive Theory and in self-regulated learning models.

Working memory, in turn, is the ability to keep information active in the brain for a limited period and manipulate it according to contextual demands. This skill allows for relating ideas, integrating information, and recalling sequences, being fundamental for thought organization and complex behavior planning, in line with the PLEA model. Sequential and prospective memory, which involves projecting future actions, is directly associated with this capacity, contributing to the effective organization and execution of tasks.

Cognitive flexibility, the third skill of Executive Functions, allows the individual to adapt to environmental demands and adjust their behavior to new rules or events. This skill involves shifting attentional focus and perspective on situations, aiding in the management of alternative solutions for problem-solving. In the context of the PLEA model, cognitive flexibility is particularly relevant in its cyclical dimension, as, after evaluating actions, it promotes adjustments and directs the subject to elaborate a new plan, ensuring the continuity and improvement of the self-regulatory process.

In summary, Executive Functions, which include self-control, selective and sustained attention, manipulation of ideas, perspective-taking, and adaptation to new demands, are necessary skills for building new knowledge and reasoning in distracting environments. The development of these functions begins in early childhood, intensifies between 6 and 8 years of age, and continues into adulthood. In the elementary school age group (6-10 years), children demonstrate a greater capacity to engage in complex behaviors, plan actions, and solve problems, which justifies the relevance of the Sarilhos do Amarelo Project for this audience.

Methodology of the Sarilhos do Amarelo Project

The methodology of the Sarilhos do Amarelo Project, according to Rosário et al. (2007), uses the narrative style of the book “As Travessuras do Amarelo” due to its dynamic and adaptable nature, allowing educators to make the project flexible. The characters’ proximity to the children’s universe favors students’ reflection on the challenges experienced, aiding in the development of competencies and the assignment of values to the PLEA model, especially through identification with the story. The narrative, therefore, serves as a starting point for meaning construction and the internalization of self-regulation strategies.

The sub-chapter “Teaching of strategies, self-regulation of learning processes and modeling” emphasizes that the “curricular infusion” of the project increases the possibilities of transferring learned information to new everyday situations (Rosário et al., 2007). Cosenza and Guerra (2011) corroborate this idea by pointing out that the plasticity of the nervous system allows the brain to form and break neural connections. When learning is intentional, systematized, and diversified, and the learner attributes meaning to the process, repetition and acquired learning favor the formation of new synapses, facilitating information flow and contributing to the internalization and use of self-regulation strategies in personal life and problem-solving.

The process of transferring learning strategies, according to Phye (1992) and Rosário et al. (2007), occurs in three stages: acquisition, retention, and transfer. In the acquisition phase, learners receive direct and systematized information about the strategies and their use, accompanied by intentional practice. In the retention phase, autonomous practice of what has been learned is sought, with guidance that reinforces the usefulness of the strategies. Finally, in the transfer phase, the educator offers new problem-situations for students to autonomously resort to the same strategies, reinforcing motivation for their use and understanding of their utility in various contexts.

The didactic process of teaching learning self-regulation strategies, according to Paris and Paris (2001) and Rosário et al. (2004), is progressive. It begins with direct instruction, where the teacher explains the strategies, their objectives, and advantages, developing declarative knowledge. Next, modeling allows students to observe the educator planning, executing, and evaluating tasks, making the self-regulation process and the PLEA model practice visible. Subsequently, students perform activities through guided practice and feedback, receiving support from the teacher and peers, which favors motivation and the transfer of control to the student themselves.

After this progression, students apply the strategies in new tasks and contexts, testing their effectiveness, until they achieve autonomous practice, demonstrating the ability to use and adapt these strategies independently in various academic and social contexts (Paris and Paris, 2001; Rosário et al., 2004). The didactic process, which aims to promote self-reflective or metacognitive practice, leads to an increase in the complexity of neural connections and the association of previously independent circuits, resulting in the learning of new concepts from existing knowledge. In this way, individuals plan their actions, monitor their processes, and evaluate their results, intentionally or not.

Declarative, procedural, and conditional knowledge are essential categories for understanding and applying self-regulation strategies (Rosário et al., 2007; Paris and Byrnes, 1989; Paris and Cunningham, 1996; Schraw and Moshman, 1995). Declarative knowledge involves understanding the thinking steps before, during, and after the task, including organization, practice, and review. Procedural knowledge relates to decision-making about what to think and how to use strategies in specific contexts, the “know-how”. Conditional knowledge, in turn, is associated with the ability to understand when and why to use a particular strategy, allowing the child to know its advantages and limitations.

The centrality of social modeling in the Yellow Sarilhos Project

Social modeling, a central concept in Bandura’s Social Cognitive Theory (2008), is intrinsic to the narrative “The Mischief of the Yellow”. The conflicts experienced by the main characters are resolved through social cues provided by the secondary characters, who act as models of learned behavior. Bandura (2008) highlights that social models offer informative guidance, enabling personal, organizational, and social changes, and are an important means for the development of skills, beliefs, attitudes, and behaviors. Learning arises not only from direct experience but also from observing the actions and consequences experienced by others.

The concept of social modeling, according to Bandura (2008), involves four cognitive subfunctions: attention, representation, active translation, and motivation. Observing behavior does not result in direct imitation, but in a multifaceted process influenced by social beliefs and outcome expectations. Individuals standardize their thinking and behavioral styles based on functional examples, which serve as a reference to guide and motivate their actions. Social modeling allows for abstracting information from models, interpreting new information, and producing new versions of behavior, combining different aspects of one’s own behavioral pattern with the new information (Bandura, 1986).

Observational learning, whether behavioral, cognitive, or affective, enables the expansion of knowledge and skills, allowing individuals to change according to their personal goals and interests (Lima et al., 2025). Bandura’s (2008) social modeling theory is intrinsically related to the narrative “The Mischiefs of Yellow” and the PLEA model. Throughout the story, planning, execution, and evaluation are presented through the social modeling of the characters, who act as social modelers for the colors of the rainbow, facilitating students’ understanding and appropriation of self-regulated learning strategies.

Operationalization of the Sarilhos do Amarelo Project

The operationalization of the Sarilhos do Amarelo Project, according to Rosário et al. (2007), occurs in the format of curricular infusion, working on self-regulation processes transversally. This includes planning tasks, setting objectives, organizing resources, monitoring tasks, combating distractors, and evaluating results. The narrative serves as a starting point for the development of these self-regulatory competencies and skills. Curricular infusion reinforces learning, as self-regulation strategies can be worked on in various school subjects and in students’ everyday life situations, which favors the consolidation of information in long-term memory.

Cosenza and Guerra (2011) highlight that curricular infusion, repetition, and diversification of self-regulated learning are crucial for consolidation in long-term memory, given the plasticity of the nervous system and the need for repeated exposure to the stimulus. The theoretical work of the project, which includes narrative analysis and the development of proposals, should be articulated with classroom practice. The coordinating teacher has the autonomy to adapt the reading, language, and suggested activities to the needs of the target audience, ensuring the coherence of assessments with the objectives, format, and age group of the students (Rosário et al., 2007).

Work Proposals

The work proposals of the Sarilhos do Amarelo Project are a diverse set of activities that assist the educator in choosing the most appropriate strategies for each moment or learning context (Rosário et al., 2007). The activity guide is not rigid, allowing for transdisciplinary work that integrates the concept of self-regulation with different disciplines and social contexts of the students. At the end of each stage, the fundamental topics should be systematized to assist children in organizing their learning and consolidating the skills developed.

Reading guide and Proposed activities

The reading and proposed activities guide by Rosário et al. (2007) suggests reading the book “The Mischiefs of Yellow” in three stages. In the first stage, corresponding to chapters 1 to 7, 36 activities are proposed. The objective is for students to define the phases of the PLEA model, identify the stages of self-regulation, and apply these strategies in everyday situations for problem-solving. Furthermore, it seeks for them to value effort, the importance of asking for help, and teamwork. An example of an activity is the production of a drawing or text for “Uncle Jarbinhas”, where children plan the task with guiding questions such as “What will I write or draw?” and “What materials do I need?”.

The second reading stage covers chapters 8 to 12, with 19 activities that aim, in addition to the previous objectives, to enable children to define goals according to the task, understand the demands of group work, use the PLEA model in problem-solving, and project the consequences of their behaviors in the short, medium, and long term (Rosário et al., 2007). An example of an activity is the analysis of the story “The Three Little Pigs,” where self-regulation processes are explored to compare the characters’ behaviors and goals, and the “construction of a house” in groups, following the phases of the PLEA model, culminating in the evaluation of the collective result.

Finally, the third stage of the book, comprising chapters 13 to 17, presents 23 activity proposals. The objective is to develop students’ skills in resorting to divergent solutions, fostering cognitive flexibility, and critically analyzing tasks, understanding the importance of self-regulation strategies (Rosário et al., 2007). One example of an activity is the creation of a route map with obstacles, where children use the PLEA model to identify and overcome challenges, choosing resources and explaining their choices. These broad and varied activities serve as suggestions adaptable to the needs and specificities of each class.

The results of the analysis show that the Sarilhos do Amarelo Project has great potential for education and for the continuing professional development of teachers, offering relevant theoretical subsidies for teaching practice and the development of self-regulation of learning in elementary school children. The theorization on self-regulation and social modeling, along with the suggested activities, contributes to the improvement of pedagogical practices and the development of student autonomy. However, the research revealed a gap in the project’s theoretical foundation, which does not establish a consistent and explicit articulation with the neuroscientific concepts of learning, such as the functioning of the prefrontal cortex, synaptic connections, brain plasticity, executive functions, attentional processes, different types of memory, and the relationship between emotions and learning. This absence limits a deeper understanding of self-regulatory processes and impacts teacher training, which could benefit from a more integrated view of the complexity of the educational phenomenon and the variables involved in the relationship between student, teacher, and the different ways of learning.

4. Conclusion

This study investigated, in light of Neuroscience and Learning with a focus on Executive Functions, how the Sarilhos do Amarelo Project contributes to the learning and development of student autonomy, in addition to its potential for improving teaching practices. It was verified that the project offers a robust theoretical and practical framework for the development of learning self-regulation in elementary school children, based on Albert Bandura’s Sociocognitive Theory and the cyclical PLEA model (Plan, Execute, and Evaluate). It was observed that the proposed strategies, which involve planning, goal setting, resource organization, monitoring, and results evaluation, are closely articulated with Executive Functions, such as inhibitory control, working memory, and cognitive flexibility. The narrative of the book “As Travessuras do Amarelo” and the PLEA model proved to be intrinsic to social modeling, a crucial mechanism for the internalization of self-regulatory behaviors. Curriculum infusion, in turn, proved effective for consolidating learning in long-term memory, reinforcing the project’s potential as a didactic resource and for continuous teacher training, qualifying pedagogical practices and fostering student autonomy.

However, a significant gap was identified in the theoretical foundation of the Sarilhos do Amarelo Project, which did not establish a consistent and explicit articulation with the neuroscientific concepts of learning, such as the functioning of the prefrontal cortex, synaptic connections, brain plasticity, attentional processes, different types of memory, and the relationship between emotions and learning. This absence limits a deeper understanding of the mechanisms underlying self-regulatory processes and impacts the training of teachers, who could benefit from a more integrated view of the complexity of the educational phenomenon. It is suggested that future studies explore the explicit integration of these neuroscientific concepts into the project, in order to enrich its theoretical foundation and further improve pedagogical practices and educator training.

Bibliographic References

BANDURA, A.; AZZI, R. G.; POLYDORO, Soely A. J. (org.). 2008. Teoria social cognitiva: conceitos básicos. 1. ed. Artmed, Porto Alegre, Rio Grande do Sul, Brasil.

ROSÁRIO, P.; NÚÑEZ, J. C.; GONZÁLEZ-PIENDA, J. 2007. Projecto Sarilhos do Amarelo: auto-regulação em crianças sub-10. Porto Editora, Porto, Portugal.

ROSÁRIO, P.; SOARES, S.; NÚÑEZ, J. C.; GONZÁLEZ-PIENDA, J.; RUBIO, M. 2004. Processos de autorregulação da aprendizagem e realização escolar no ensino básico. Psicologia, Educação & Cultura 8 (1): 141-157. Disponível em: https://repositorium.uminho.pt/entities/publication/6

Zimmerman e Schunk, 2011 [Referência completa não encontrada no documento original]

ZIMMERMAN, B. J. 2000. Attaining self-regulation: A social cognitive perspective. p. 15-41. In: BOEKAERTS, M.; PINTRICH, P.; ZEIDNER, M. (org.). Handbook of self-regulation. 1. ed. Academic Press, San Diego, Califórnia, Estados Unidos.

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