Transtorno de déficit de atenção e hiperatividade: concepção e atuação do professor de música

Abstract

Analysis of the parameters used in the management of inattentive and hyperactive behaviors of students with ADHD (Attention Deficit Hyperactivity Disorder). The objective is to identify which forms of action in the school context are used and considered most appropriate by music teachers and whether they consider themselves qualified to work with students with ADHD. The research was conducted with 21 undergraduate students of the Bachelor's Degree in Music at the State University of Maranhão who have already completed at least one internship course or are enrolled in the Institutional Program for Teaching Initiation Grants (PIBID). According to the Brazilian Association for Attention Deficit (ABDA), ADHD is a neurobiological disorder with genetic causes that usually appears in childhood. Very often, this type of problem will accompany the child throughout his/her life, causing numerous setbacks, especially during the learning phase in Elementary and High School. The use of Music in the school context favors the performance of these students in routine tasks, in which they previously presented impaired performance, and can also enhance their creativity and awaken it in other areas. Knowing this, this work aims to analyze the level of knowledge and preparation of teachers to deal with students who present behavior characteristic of ADHD and highlight the importance of reflecting on the pedagogical practice adopted in schools for teaching Music