A influência da leitura literária no desenvolvimento cognitivo de alunos com TDH: uma abordagem inclusiva

Abstract

Literary reading plays a fundamental role in the cognitive, emotional, and social development of students, constituting an essential resource for stimulating skills such as attention, memory, language, imagination, and empathy. Within the context of inclusive education, this practice becomes even more relevant for students with Attention Deficit Hyperactivity Disorder (ADHD), whose specific characteristics, such as inattention, impulsivity, difficulty organizing, and reduced inhibitory control, directly impact the learning process. This work aims to analyze how literary reading can favor the cognitive development of these students, contributing to more inclusive and effective pedagogical practices. This is a qualitative, exploratory, and bibliographical research, based on authors who discuss neuroscience applied to education, literary reading, and the inclusion of students with ADHD. Considering literature as a stimulus for essential cognitive functions, the study investigates how planned, contextualized, and adapted reading practices can promote greater engagement, textual comprehension, and holistic development. Furthermore, the teacher's role as a mediator is highlighted, responsible for organizing pedagogical strategies, reducing distracting stimuli, and creating environments that promote concentration and student engagement. The results indicate that literary reading, when mediated by inclusive methodologies such as multisensory activities, dialogic mediation, staged organization, and selection of motivating texts, contributes to expanding attention, strengthening working memory, developing self-regulation, and improving the interpretive capacity of students with ADHD. It is concluded that literature constitutes a powerful pedagogical tool, capable of promoting inclusion, stimulating cognitive skills, and fostering academic success, becoming essential for teaching practices aimed at addressing the diversity present in the classroom