<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2237-9460</journal-id>
<journal-title><![CDATA[Revista Exitus]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Exitus]]></abbrev-journal-title>
<issn>2237-9460</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Oeste do Pará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2237-94602024000100211</article-id>
<article-id pub-id-type="doi">10.24065/re.v14i1.2584</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PARE A AULA E FAÇA EXERCÍCIOS! PAUSAS FISICAMENTE ATIVAS MELHORAM O DESEMPENHO EM LEITURA E MATEMÁTICA DE CRIANÇAS ESCOLARES]]></article-title>
<article-title xml:lang="en"><![CDATA[STOP CLASS AND DO EXERCISES! PHYSICALLY ACTIVE BREAKS IMPROVE SCHOOL CHILDREN&#8217;S READING AND MATHEMATICS PERFORMANCE]]></article-title>
<article-title xml:lang="es"><![CDATA[¡PARA CLASES Y HAGA EJERCICIOS! LOS DESCANSOS FÍSICAMENTE ACTIVOS MEJORAN EL RENDIMIENTO EN LECTURA Y MATEMÁTICAS DE LOS ESCOLARES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Mizael Carvalho de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Luisa Matos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bento-Torres]]></surname>
<given-names><![CDATA[Natáli Valim Oliver]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bento-Torres]]></surname>
<given-names><![CDATA[João]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidade Federal do Pará  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>14</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2237-94602024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2237-94602024000100211&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2237-94602024000100211&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO A Atividade Física (AF) tem efeitos sobre as Funções Executivas (FE), as quais, por sua vez, foram associadas à conquista tanto na leitura quanto na matemática. Esse trabalho teve como objetivo analisar a literatura de investigações sobre os efeitos de intervenções em aulas com pausas fisicamente ativas no desempenho em leitura e matemática em escolares. Foram selecionadas pesquisas em bancos de dados eletrônicos, com critérios de inclusão e exclusão delineados. Realizou-se processo de identificação, triagem, elegibilidade dos artigos, resultando na inclusão de sete estudos. Em geral, a literatura sugere que há efeitos positivos de aulas com pausas fisicamente ativas na leitura e de maneira mais eficaz no desempenho matemático. Além disso, as aulas fisicamente ativas não comprometem o tempo das aulas acadêmicas e ainda contribuem para a quantidade de AF de moderada a vigorosa recomendadas diariamente para a saúde das crianças. Essa relação parece ser mediada pela melhoria da FE que suporta a aprendizagem. Implicações para a área de Educação Matemática são discutidas.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Physical Activity (PA) has effects on Executive Functions (EF), which, in turn, have been associated with achievement in both reading and mathematics. This work aimed to analyze the research literature on the effects of interventions in classes with physically active breaks on reading and mathematics performance in schoolchildren. Research in electronic databases was selected, with inclusion and exclusion criteria outlined. A process of identification, screening and eligibility of articles was carried out, resulting in the inclusion of seven studies. In general, the literature suggests that there are positive effects of classes with physically active breaks on reading and more effectively on mathematical performance. Furthermore, physically active classes do not compromise academic class time and still contribute to the amount of moderate to vigorous PA recommended daily for children's health. This relationship appears to be mediated by improved EF that supports learning. Implications for the area of Mathematics Education are discussed.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN La Actividad Física (AF) tiene efectos sobre las Funciones Ejecutivas (FE), que, a su vez, se han asociado con el rendimiento tanto en lectura como en matemáticas. Este trabajo tuvo como objetivo analizar la literatura de investigación sobre los efectos de las intervenciones en clases con descansos físicamente activos sobre el rendimiento en lectura y matemáticas en escolares. Se seleccionaron investigaciones en bases de datos electrónicas, delineándose criterios de inclusión y exclusión. Se realizó un proceso de identificación, selección y elegibilidad de artículos, resultando en la inclusión de siete estudios. En general, la literatura sugiere que existen efectos positivos de las clases con descansos físicamente activos en la lectura y de manera más efectiva en el rendimiento matemático. Además, las clases de actividad física no comprometen el tiempo de clase académica y aun así contribuyen a la cantidad de AF de moderada a vigorosa recomendada diariamente para la salud de los niños. Esta relación parece estar mediada por una FE mejorada que apoya el aprendizaje. Se discuten implicaciones para el área de la Educación Matemática.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação Matemática]]></kwd>
<kwd lng="pt"><![CDATA[Atividade Física]]></kwd>
<kwd lng="pt"><![CDATA[Cognição.]]></kwd>
<kwd lng="en"><![CDATA[Mathematical Education]]></kwd>
<kwd lng="en"><![CDATA[Physical activity]]></kwd>
<kwd lng="en"><![CDATA[Cognition.]]></kwd>
<kwd lng="es"><![CDATA[Educación Matemática]]></kwd>
<kwd lng="es"><![CDATA[Actividad física]]></kwd>
<kwd lng="es"><![CDATA[Cognición.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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