Contribuições dos pais para a aprendizagem de crianças diagnosticadas com TDAH : uma análise a partir da teoria de Vigotski

Abstract

Currently, much has been said about psychiatric diagnoses to justify learning and behavior problems. The diagnosis of ADHD is one of the main ones in contemporary society. Very present in our daily lives, this situation is complex and controversial. Many children are diagnosed during the school period, due to behaviors that attract the attention of teachers, for example, difficulties in concentration. In the different areas that discuss ADHD, such as medicine, psychology and education, we find controversies regarding the scientific proof of the diagnosis and, consequently, of the existence of the disorder, due to the imprecision of the diagnosis and the vague definition presented by those who defend the diagnosis. its existence. Critics of the specialized literature on ADHD are divided between those who question the inconsistency of its diagnostic criteria and those who completely deny the existence of the disorder. The analysis of the literature on ADHD points to difficulties in diagnosis and treatment. It is also noted that there are no consistent studies about the future consequences of the use of stimulants in children. The present study seeks to be guided by the historicalcultural theoretical perspective, for which possible learning and/or developmental disorders, such as ADHD, are not understood as natural, individual and organic phenomena, on which educators and parents do not would have many possibilities for intervention. Thus, this study has the general objective of analyzing how parents contribute to the learning of children diagnosed with ADHD, during the COVID-19 pandemic, in the light of Vygotsky's theory. Four parental couples whose children are students from a private school in Caxias do Sul, enrolled in the early years of Elementary School, interviewed in person, participated in the research. A semi-structured narrative interview was carried out. The speeches and expressions of each participant were analyzed and presented individually, based on Bardin's methodological proposal of content analysis. Data were organized into two categories entitled "school experiences" and "parental contributions to learning". The first category was organized into three subcategories: before the pandemic; in the period of remote classes and return to face-to-face. The second category was organized into two subcategories: when parents contribute; when parents encounter difficulties. The results show that parents only realized the real school difficulties of their children during the pandemic. These difficulties seem to have increased during the period of remote classes and parents cite a possible harm to schooling. The importance of the approximation it brought to families is also highlighted, allowing parents to better understand their children's potential and difficulties in school, expanding interaction and mediation, which are fundamental for child development. The parents' resignification of the child's difficulties was also present in the research. Understanding ADHD, supported by the aforementioned theory, allows an understanding that development and learning are structured in the quality of interactions, mediations and the formation of voluntary attention, which is one of the great contributions of cultural-historical theory in the face of this diagnosis. [resumo fornecido pelo autor]