A criança com transtorno do déficit de atenção e hiperatividade no contexto escolar: o que apontam os estudos?

Abstract

This research aims to understand the implications of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in the school context. This neurobiological disorder, which unfolds under the development of individual self-control, also affects both sexes; however, studies point to a higher prevalence in males, and has a great impact on the different areas of the individual’s life. This definition and nomenclature adopted by the Diagnostic and Statistical Manual of Mental Disorders (DSM) V, indicates the symptoms of inattention, impulsivity and hyperactivity. With the scientific improvement, possible etiological factors have been the subject of studies, among them heredity, ingestion of toxic substances during pregnancy, complications during pregnancy or childbirth, exposure to lead and even the existence of family problems. The characteristics of the disorder, which manifest its first signs during childhood, are mostly observed in early school life. Children with ADHD tend to present academic barriers of the most diverse orders, since the difficulties in the learning path, the problem of interaction and socialization between peers, the behaviors observed as inappropriate and/or out of time and even the prejudice of those who surround it. This qualitative search, based on bibliographic character, was carried out from the search in printed books, as well as articles, theses and dissertations available on digital platforms such as academic Google, Scielo and institutional repositories, from ADHD descriptors; Children; Early Childhood Education; so that it meets the objectives directed to understand the characteristics of ADHD, diagnosis and treatment, the implications in the child’s experience in the school environment, as well as pedagogical practices that help in the learning and interaction of children with their peers. Thus, it draws a new look at children with ADHD within the school space using as main theoretical bases the authors BARKLEY (2002), BENCZIK (2000), CARDOSO (2007), RIBEIRO (2011), RIBEIRO et al. (2019) and ROHDE and BENCZIK (1999) as well as legal documents such as the Salamanca Declaration (1994), PNEE (2020) and Federal Law 14,254 of 2021. Studies indicate that knowing what ADHD is contributes to educators adopting more assertive practices that favor the child’s experience in the school environment, also point out that the partnership between school/family and health professionals enables the mitigation of other problems that compromise child development.