Práticas pedagógicas adotadas com criança amapaense diagnosticada com Transtorno do Déficit de Atenção e Hiperatividade

Abstract

This study focused on the Pedagogical Practices used with children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The problem asked: what pedagogical practices are used with 2nd grade children diagnosed with ADHD in a Municipal Elementary School (EMEF) in Macapá/AP? Therefore, the hypotheses are considered: i) behavioral aspects influence the school and social life of children with ADHD; ii) to what extent teachers know the difference between pedagogical practice and teaching practice; iii) teachers who know more than one pedagogical practice are clearer about the teaching-learning process of children with ADHD and know which tools to use; iv) the skills of children with ADHD improve when there is encouragement and pedagogical accessibility of materials; v) organizational strategies and motivational factors (internal and external) help regulate children with ADHD; and vi) the family influences the teaching-learning process of children with ADHD. The general objective is to analyze the behavioral, school, family and social aspects of children with ADHD - and their implications for awareness of the entire educational process and the tools used by teachers to make it happen. The specific objectives are: i) to analyze teachers' level of understanding of pedagogical practice and teaching practice; ii) to show the frequency of behavior of children with ADHD in the classroom; iii) to compare the pedagogical practices used by teachers with children with ADHD and children without ADHD; and, iv) to identify the role of the family and the school in the teaching and learning process of children with ADHD. This study is justified by the fact that ADHD is a neurodevelopmental disorder, characterized by symptoms such as inattention, hyperactivity and impulsivity which, when not perceived and worked on according to each student's specific needs, can disrupt their school life, not only in terms of their learning process, but also their family and social relationships. The methodology used a qualitative quantitative approach, of a basic nature and exploratory objectives, with field research as the procedure. The participants included a student in the second year of elementary school, his teacher, his mother and the school coordinator. The following methodological techniques were used: i) observation of the student's behavior, together with a record sheet; ii) a closed questionnaire and the Snap-IV Scale with the teacher; iii) semi-structured interview and the Snap-IV Scale with the mother, and finally; ; iv) a closed questionnaire with the school coordinator. We hoped to obtain answers about the pedagogical practices used by the teachers by analyzing the behavioral, scholastic and social aspects of children with ADHD.