Avaliação Psicológica no Contexto Escolar: Rastreio de queixas de aprendizagem

Abstract

Learning difficulties constitute a recurring demand in Brazilian school networks, often associated with referrals for support services and psychological assessment. In this context, the present study aimed to evaluate possible discrepancies between school complaints and the cognitive performance of children referred by the Educational Support Network of the municipality of Paranaíba, Mato Grosso do Sul. The participants were school-aged children, without a defined clinical diagnosis, who presented learning difficulties reported by teachers. For the assessment, the WISC-IV was used as a cognitive screening instrument, allowing the identification of possible weaknesses across different cognitive domains. The test was administered individually, following the technical parameters described in the test manual. The results underwent computerized scoring and were comparatively analyzed alongside the complaints reported by the educational institutions, enabling a broader understanding of the children’s needs. The data revealed mean scores below expectations across all factor indexes, particularly in Processing Speed and Working Memory, which showed the most significant impairments and suggested potential impacts on academic performance, especially in reading, writing, and logical-mathematical reasoning. Although the study did not have diagnostic purposes, it was observed that, while cognitive difficulties were present, they are not isolated determinants of academic performance, as they are influenced by various factors within the biopsychosocial context. It is concluded that cognitive screening is an essential resource in the field of school psychological assessment, enabling a more accurate recognition of individual needs and supporting more appropriate pedagogical and psychological interventions, thereby contributing to more inclusive and effective educational practices.