THE RELATIONSHIP BETWEEN NEUROCOGNITIVE DISORDERS AND MATERNO-FETAL DEVELOPMENT DURING PREGNANCY

Abstract

Embryological development comprehends stages, of varying periods, in which the embryo will develop certain morphophysiological aspects until reaching the human form, later being called a fetus. In this sense, the maternal-fetal relationship is an important conditioner for the baby's cognitive development, given that losses during the third and fourth week of development result in several morphofunctional changes in the conceptus that subsequently manifest themselves in cognitive-behavioral disorders. The present study aimed to draw a plausible relationship between the emergence of neurocognitive disorders after the birth and the changes experienced during pregnancy that confirm this theory. In this way, the research sought to explore the pathophysiological aspects surrounding the maternal-fetal relationship during the period of embryonic formation, bringing together analytical aspects of these clinical conditions, as well as presenting the challenges experienced by neurodivergent individuals in the socio-educational context, especially regarding the teaching-learning spectrum. To do this, it was necessary to revisit specific concepts about teratogenicity and human neurodevelopment, with an integrative review considering qualitative and quantitative aspects being carried out in the following databases: Portal de Periódicos CAPES, Latindex, as well as the Biblioteca Virtual em Saúde (BVS), using the following descriptors “Fetal Alcohol Spectrum Disorders”, “Neurocognitive Disorders” and “Fetal Development”, under a time range from 2014 to 2024. Given the research, the correlation between the use of teratogens, such as alcohol, tobacco and cannabinoids, in the development of brain injuries and congenital malformations that promote functional disorders of the brain, resulting, therefore, in difficulties in communication, expression, reasoning and social interaction. Finally, it is concluded that the increase in neurodiversity in the country is intrinsically linked to the appearance of disorders during prenatal care and that such neurocognitive disorders are still seen as an impasse in the teaching-learning process, whether methodological issues or due to the lack of training of professionals in the appropriate management of these presentations.