MAIA: metodologia da aprendizagem inconsciente automata

Abstract

This study presents the Methodology of Unconscious Automaton Learning (MAIA) as a metacognitive neuropedagogical approach aimed at the literacy and multiliteracy development of children in situations of social vulnerability. Grounded in the theoretical frameworks of Piaget, Vygotsky, Flavell, Bruner, Bandura, Chomsky, and Seminério, the methodology integrates neuroscience, pedagogy, and technology, organizing itself as a complex system of educational intervention. The research began with pre-tests using standardized instruments — Moojen’s Balanced Dictation, Raven’s Progressive Matrices, Columbia Mental Maturity Scale, and the Systemic Evaluation of Alphabetic Writing Evolution (ASEEA) — in order to establish an initial cognitive and literacy profile of the assessed cohorts. Results revealed heterogeneity in literacy levels and significant cognitive challenges, underscoring the urgency for innovative strategies. The intervention was structured through micro activities articulated around the use of 60 systemic logic-mathematical diagrams and metacognitive games, such as Roda da Linguagem and Seminhótica, which foster phonological awareness, text production, logical reasoning, and symbolic development. The implementation model was designed in procedural flows for both multiliteracy and alphabetic code deciphering (ACD), incorporating replicable and scalable protocols. The findings indicate that the methodology fosters cognitive leaps, enhances reading and writing comprehension, and strengthens autonomy and creativity. Its metacognitive focus enables children to formulate universal generative rules of cognition, applying transferable strategies across multiple domains of knowledge. This research is situated within the field of l Computational Neuropedagogy and suggests pathways for the digital transformation of the methodology through intelligent games capable of analyzing learning trajectories. Thus, MAIA represents a significant contribution to educational policy, teacher training, and inclusive practices—particularly in addressing grade-age mismatch and educational inequality.