Transtorno de déficit de atenção e hiperatividade (TDAH): práticas pedagógicas nos anos iniciais do ensino fundamental nas escolas da rede municipal de ensino da cidade de Amargosa - BA

Abstract

The present study is characterized as a conclusion work of the Licentiate Degree in Pedagogy at the Federal University of Recôncavo da Bahia at the Teacher Training Center (UFRB / CFP), campus Amargosa - BA. The work aims to present a study of the pedagogical practices developed by teachers in the early years of elementary school for the learning of children with ADHD in municipal schools in the city of Amargosa-BA. Thus, the investigation is constituted from the Psychology discipline in the first semester of the Pedagogy course and through concerns concerning the future teaching practice in the classroom, in order to articulate, content and monitor the level of understanding of students. As a theoretical basis for this work, we dialogue with authors who problematize ADHD and present situations and orientations of the disorder, both in the school environment and in the different contexts in which students are inserted. From this, we highlight the understandings of Silva (2010), Guidolim, Ferreira and Ciasca (2013), Benczik e Casella (2015), Vygotsky (1991), Oliveira, Lima and Cavalcanti (2016), Lacerda (2014), among other authors presented in the theoretical framework of the work. For the development of the research, we started from a qualitative approach, using document analysis and application of the semi-structured questionnaire as the main data collection instruments. As a result, we bring the questions pointed out in the questionnaire and some reflections from the analyzed documents on the importance of teaching practice for the insertion of the student with ADHD in the school routine, through specific strategies and methodologies for this audience. However, teachers still face some challenges such as lack of assistance from the school, people's lack of knowledge of the disorder, lack of specific training and having to deal with all the symptoms of the disorder in the classroom.