The LEARNING RECOVERY FROM A NEUROINCLUSION PERSPECTIVE

A META-ANALYSIS OF INTERNATIONAL STUDIES

Abstract

This article presents a meta-analysis of the international scientific production on learning recovery from the perspective of neuroinclusion. The objective was to identify, synthesize, and analyze the strategies and neuroscientific foundations applied to overcoming post-pandemic learning gaps, focusing on inclusive practices for cognitive diversity. The methodology consisted of a systematic review with a meta-analytic analysis of 45 articles indexed in high-impact databases (Web of Science, Scopus, ERIC). The results indicate that approaches based on the principles of educational neuroscience, such as teaching personalization, the use of active methodologies, and curricular flexibility, are more effective for recovery. The discussion dialogues with authors like Alves (2023, 2024, 2025a, 2025b), whose studies on motor, aquatic development, and recovery policies converge with the premise that movement and environment are catalysts of neuroplasticity. It is concluded that effective learning recovery transcends mere content replacement, requiring a systemic reformulation that places neuroinclusion as a structuring axis of educational policies, in line with guidelines such as the BNCC and the Essential Skills Matrices of SEDUC GO.