Práticas pedagógicas do professor dos anos iniciais do ensino fundamental: perspectivas e desafios do desenvolvimento educacional de alunos com TDAH

Abstract

This study aims to identify the main challenges in the educational development of students diagnosed with attention deficit hyperactivity disorder. The main characteristics of this disorder are inattention, hyperactivity and impulsivity, characteristics that are easily perceived by teachers when the child starts attending school from the age of 5. An in-depth study is needed on this topic, which is currently one of the greatest challenges for education. This bibliographic research will enable us to identify and reflect on how teachers' pedagogical practices take place in view of the inclusion of these students with ADHD, what are the daily challenges they face and how they act in mediating knowledge, as well as the various implications of the disorder in the school environment. Students with the disorder have great difficulties and have low academic performance. ADHD is associated with other disorders such as anxiety, learning difficulties and dyslexia, which are the comorbidities of attention deficit disorder. The theoretical study was based on bibliographic reviews of books, scientific articles and journals in the Scielo and Google Scholar databases, among others. The main basic authors mentioned in this research were: Barkley (2002; 2008; 2020), Rohde and Benczik (1999), Silva (2009, 2014). This research will highlight the challenges faced by teachers in their pedagogical practices in the school environment with children who have ADHD. Given the above, schools need to be prepared to deal with these students, to receive each one in a way that educational inclusion can occur effectively, aiming to contribute to the significant learning of each student diagnosed with ADHD. In this way, the pedagogical practices of early-year teachers focused on ADHD will only have a positive effect if the educational needs of each child are understood throughout the teaching-learning process