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Ana Filipa Alves
Instituto de Educação, Universidade do Minho
Biografía
Vol. 2 Núm. 2 (2015), Artículos, Páginas 113-121
DOI: https://doi.org/10.17979/reipe.2015.2.2.1329
Recibido: sept. 24, 2015 Aceptado: nov. 27, 2015 Publicado: nov. 28, 2015
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A inteligência é um dos conceitos mais estudados e simultaneamente mais controversos na área da investigação em psicologia, mantendo uma importância destacada no âmbito escolar pela associação aos processos básicos da cognição e da aprendizagem, e, por esta via, ao sucesso escolar dos alunos. Baseado numa pesquisa e reflexão atual sobre o estado da arte do tema, este artigo tem como objetivo contribuir para a discussão em torno de três eixos temáticos: (i) conceito e estrutura da inteligência; (ii) sua relação com variáveis sociofamiliares, assumindo neste caso a inteligência como dimensão psicológica moldada pelas variáveis contextuais do desenvolvimento psicossocial dos indivíduos; e (iii) seu impacto na aprendizagem e no rendimento académico de crianças e adolescentes. Defendendo-se que a inteligência é variável imprescindível à aprendizagem, mesmo que não suficiente, este artigo termina, numa lógica otimista, apontando algumas formas de rentabilização e promoção das habilidades cognitivas dos alunos por parte do sistema educativo.

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