O (des)conhecimento dos professores de história acerca dos alunos com TDAH

Abstract

This paper addresses the challenges faced by teachers in teaching History in their daily practice with students with ADHD. The central problem of the research concerns knowing how the undergraduate training in History has prepared teachers to work with students with ADHD. What is the role of this training in teaching practice? The time frame of the research begins in 2024, when the steps of my teaching experience revealed the harsh reality of teachers and students with ADHD, and ends in the same year. Because this is a very dense subject, a smaller time frame was necessary, aiming at greater attention to detail. The objective of the research was to analyze how history teachers are qualifying or are being qualified to teach students with ADHD. Regarding the methodology, this is a qualitative research that dialogues with the bibliography concerning the theme for a theoretical, but also contextualized and critical reflection, enabling the collection and analysis of data concerning other realities, in addition to the city of São Luís. The results presented point to some aspects: 1) the importance of training as a basic element for an inclusive teaching practice; 2) students with attention deficit hyperactivity disorder are a more common reality than one might imagine; 3) the difficulty of teachers in identifying and dealing with the problem, at the same time as the lack of continuing education; 3) the lack of knowledge about Law No. 13,146/2015, which regulates the right to inclusion of people with disabilities at all levels of education; 4) the lack of preparation of schools, teachers and families in the face of this reality.