Professores do Ensino Fundamental e o processo de identificação de alunos com Transtorno de Déficit de Atenção e Hiperatividade: fundamento teórico-científico ou evidência comportamental?

Abstract

Attention Deficit Hyperactivity Disorder (ADHD) affects around 5 to 8% of school-aged children in the world, causing a series of failures in school life that could be avoided through knowledge on the subject on the part of teachers. involved in the teaching-learning process, more specifically, elementary school teachers, the object of this study. The proposed theme arose due to questions and concerns arising from pedagogical practice. By common sense, teachers are unaware or know little about the disorder and its specificities. Without instruments, the teacher finds it difficult to deal with the situations caused by the disorder. Thus, the objective of the research was to verify if the theoretical-scientific knowledge and the pedagogical practices of the professors are based on scientific theoretical foundations or by behavioral observation, when dealing with the specificities of the disorder during the teaching-learning process. The study was carried out with teachers who work in the state public education network in the cities of Santos, Guarujá, Cubatão and Bertioga, in the State of São Paulo. 60 basic education teachers were invited, who, at the time of the research, worked in the 6th to 9th years of Elementary School as a sample in order to answer a questionnaire on the “Google Forms” Platform, with closed and open questions, whose purpose was to raise teachers' knowledge about Attention Deficit Hyperactivity Disorder and to know the teaching practices developed for the inclusion of these students. The analysis of data obtained through the questionnaire was performed using Content Analysis. Therefore, the answers obtained were divided into three categories: how the teacher identifies the student with ADHD; what are the pedagogical practices used by teachers; and, what is the teacher's source of information. We observed that the research participants are aware of Attention Deficit Hyperactivity Disorder, albeit superficially, and had doubts about how to help students according to their specificities in daily pedagogical practice. They also showed a desire to obtain information about the Disorder, legislation for the inclusion of students with learning difficulties and practical instruments in order to facilitate the teaching-learning process of students. To meet the demand of educators, as a Technical Product we propose a Professional Training Course with the title: “Attention Deficit Hyperactivity Disorder: A Reality at School”; containing the concept of Attention Deficit Hyperactivity Disorder; the specifics of the Disorder; the inclusion legislation and suggestion of didactic-pedagogical resources for the educator to help students with Attention Deficit Hyperactivity Disorder.