O TDAH e a aprendizagem escolar: um olhar sobre possibilidades

Abstract

The present work addresses the theme "Attention Deficit Hyperactivity Disorder and school learning: a look at possibilities" and had the general objective of investigating how ADHD is characterized and what are the learning difficulties of a school-age child and what possible pedagogical interventions in the school space to promote meaningful learning for individuals who have the disorder in focus. In this sense, this work sought to answer the following research problem "What are the possible pedagogical interventions for mobilizing meaningful learning for children who have ADHD?" The qualitative investigation has as its methodology the bibliographic study (GIL, 2008) in which the theoretical basis was sought mainly in books and scientific articles, reliable sources that give credibility to the research. Thus, the studies were based on theoretical contributions, among which I highlight Barkley and Murphy (2008), Oliveira (2009), Sousa et al. (2020), Carvalho (2020), Santos e Vasconcelos (2010), Martins da Costa (2023), among others. The research carried out enabled understanding of the topic in focus and as a result it is possible to state that studies and the movement that gives greater attention to children diagnosed with Attention Deficit Hyperactivity Disorder are recent. As it is a disorder for which, to date, there is no cure, it is necessary to promote the training and development of these people in the best possible way, respecting their own rhythms and characteristics. In this sense, the school space must include inclusive pedagogical practices for reception and the necessary interventions to qualify the care and learning process of students affected by this disorder. The need for family and school partnership is evident, as well as the training of teachers so that, through the knowledge and use of strategies and activities for the integral development of the child, they contribute to breaking down the labels and prejudices attributed to them throughout their school career. to students with ADHD. [resumo fornecido pelo autor]