Concepções dos professores sobre práticas pedagógicas com estudantes com déficit de atenção/hiperatividade (TDAH) em uma turma de 5º do ensino fundamental I

Abstract

This work: Educators' Conceptions of Pedagogical Practices with Students with Attention-Deficit/Hyperactivity Disorder (ADHD) in a 5th grade elementary school class, has the general objective of "understanding the learning process of students with ADHD, reflecting on the contributions of inclusive pedagogical practices based on active methodologies". And, as specific objectives: 1) To know the historical evolution of the concept of ADHD and the most common characteristics in the development and learning process of children with this profile; 2) To investigate pedagogical practice from the perspective of inclusive education and based on active methodologies, reflecting on how they can contribute to the learning of children with ADHD; 3) To identify teachers' conceptions of ADHD and how inclusive practices and active methodologies can contribute to the learning of students with this neurodevelopmental disorder. Methodologically, the study took a qualitative approach, with field research as the technical procedure, enriched by bibliographical research to provide a scientific basis for the subject being researched. A semi-structured interview was used as the data collection instrument, through which we learned about the conceptions of the three teachers who were the subjects of the research. The results were then presented and analyzed using Bardin's (2011) content analysis method. After carrying out the research, the results showed that ADHD is a neurobiological disorder that arises in childhood and causes a series of behavioral factors that significantly influence the person's life, with the family and school playing a fundamental role in monitoring and stimulating the child's performance. In addition, the research made it possible to understand how pedagogical practices linked to continuing education can contribute to more inclusive teaching work with students with ADHD, as well as how active methodologies can add to the constitution and construction of this inclusive bias, with the student playing a more active role, with diversified practices and, with this, increasing their chances of success in learning. Keywords: Attention Deficit/Hyperactivity Disorder (ADHD); Pedagogical Practices; Inclusive Education; Active Methodologies.