Desafios e perspectiva de aprendizado de licenciados(as) em quimica do CCA/UFPB com transtorno de déficit atenção e hiperatividade(TDAH)

Abstract

Considering aspects of university inclusion, as established by Brazilian legislation, the Federal University of Paraíba (UFPB) plays a fundamental role in guaranteeing access, permanence and learning for students with specific educational needs. In this context, the present study aims to study the challenges and learning possibilities of students in the Chemistry course, at the Center for Agricultural Sciences/UFPB, who face attention and learning deficit disorder (ADHD). This is necessary, since this group demands specific pedagogical guidelines and practices to facilitate their learning, mitigating possible difficulties associated with ADHD. The research adopts a qualitative approach, with the participation of two students with ADHD enrolled in the aforementioned course, who are being assisted by the UFPB Inclusion and Accessibility Committee (CIA). An interview with a semi-structured script was carried out as a research instrument. The benefits include understanding the factors that facilitate and hinder learning, aiming to develop actions to include these students in the university context, promoting their full participation. Data analysis followed the guidelines for content analysis and was organized into categories. The results indicate that raising awareness about the learning of students with ADHD is fundamental to improving their performance, requiring inclusion practices in both higher education and basic education, especially in chemistry teaching.