Contribuições da ludicidade para a aprendizagem de alunos com TDAH: um estudo realizado numa escola pública do município de Mari/PB

Abstract

This study presents reflections aimed at investigating how play activities, combined with a professional preparation, can contribute to the development of the learning of students with ADHD (Attention Deficit Hyperactivity Disorder). It has as general objective: to know the importance of the playful as an ability for the pedagogical work in Early Childhood Education, with children from 4 to 5 years who present the symptoms of ADHD; And as specific objectives: to carry out a bibliographic research on the concept, history and conditions of TDAH; reflect on the position of some teachers regarding the influence of the playful in the development of children with ADHD; as well as to analyze if the practice of playfulness can be a learning ability and for the development of children with ADHD in Early Childhood Education. For this, discussions based on authors such as Barkley (2008), Silva (2009), Smith and Strick (2001) and in RCNEI are presented. The study presents a qualitative approach, based on a bibliographical and field research that focuses on the practice developed in a municipal school network in the city of Mari-PB, in a Pre-I class. Through the reflections developed, we conclude that through the playful we can change the way of educating and teaching the child, including those with TDAH. And that it is up to the teacher to be the bearer of this innovative, playful practice of educating helping his students with diverse and appropriate practices to the class contributing effectively with the process of teaching learning. The research showed that one of the great difficulties faced is the lack of training of teachers to work with the diversities that exist in this school. Therefore, it is stated that teachers need adequate training that contemplates inclusion in the classroom.