Transtorno do déficit de atenção com hiperatividade no ensino fundamental: dificuldades no ensino-aprendizagem em uma escola de Parintins/AM.

Abstract

The present work as theme "attention deficit disorder with Hyperactivity in Elementary School: Challenges in Teaching-Learning in a School in Parintins/Am". Having as its general objective to investigate the difficulties that teachers find in a child who has attention deficit hyperactivity disorder. This theoretical basis is based on the authors' assumptions, namely: DSM IV (2015), BARBOSA (2017), BARKLEY (2008), ARCE and MARTINS (2010), RELVAS (2015), among others that investigate this topic. The methodological procedures used were of a qualitative nature and of a phenomenological approach and had as a research instrument an interview followed by a semi-structured questionnaire, with a teacher and an educational assistance assistant specialized in Elementary School of a Municipal School in Parintins-Am, composed of 5 (five) open questions. Since the questionnaire was applied to two active in the educational and pedagogical work with the student who has attention deficit hyperactivity disorder (ADHD), in the classroom, and in the analyzes it was pointed out that the educator's difficulty in teaching a child who has ADHD, is the overcrowding in the classroom and the lack of help from family members with the child and the lack of knowledge on the part of the teacher. Thus, the analyzes pointed out in the opinion of the interviewees that the school and classroom are not ready to receive this child with ADHD, as it is an overcrowded room, thus bringing difficulties in teaching the subject and the lack of parental participation and the lack of knowledge of teachers about what the disorder is and how to assist in the learning of this subject.