Ação psicopedagógica junto a crianças com TDAH: o lúdico como ferramenta de intervenção

Abstract

The study is characterized as a bibliographic survey aimed at analyzing the role of the psychopedagogue in addressing learning difficulties in children with Attention Deficit Hyperactivity Disorder (ADHD) and the use of playful resources in psychopedagogical intervention. It seeks to enrich discussions on the topic and demystify certain paradigms. ADHD is a neurodevelopmental disorder primarily characterized by inattention and hyperactivity/impulsivity. Due to these characteristics, children with ADHD face certain limitations that do not prevent them from learning but make the learning process more complex. In the field of psychopedagogy, the use of playful activities is common in intervention processes. Given the challenges faced by children with ADHD, it is necessary to use resources targeted toward their limitations. Research was conducted with descriptors in scientific articles within the national scope, covering the period from 2018 to 2024, with a theoretical analysis of the material. The results did not encompass all the cited descriptors, as they did not address the psychopedagogue's role, underscoring the need for increased discussion about this professional's work, who also possesses the competencies and skills to work with children with ADHD. Based on this theoretical survey, the use of playful activities is suggested as a tool in the psychopedagogical intervention process.