O ensino e aprendizagem de estudantes com TDAH em escolas públicas e privadas da Paraíba e Rio Grande do Norte

Abstract

This article aims to present the results of research guided by the following question: What conceptions do elementary school teachers have about ADHA and what pedagogical strategies do they develop to promote the learning of these students? Based on this guiding question, we defined as a general objective, to analyze the teaching and learning process of students with ADHDfrom the perspective of teachers in public and private schools. We chose this topic because of the importance of revealing and analyzing how teachers face difficulties related to ADHA, such as inattention, impulsivity and hyperactivity. Furthermore, the choice was also related to the fact that one of the researchers had a family member diagnosed with ADHD. To this end, we chose basic research, qualitative and exploratory in terms of objectives. First, we read the legislation and specialized bibliography. Then we developed a semistructured script to interview ten teachers who work in public and private schools. By analyzing the results, we identified that strategies for adapting the learning environment, using engagement techniques, establishing clear routines and the collaboration of health professionals are essential to creating a supportive environment for students with ADHD. Furthermore, it is essential to provide ongoing training and support to educators, as well as promoting awareness and understanding of ADHD within the school community. Through a collaborative and student-centered approach, it is possible to provide quality education that meets the individual needs of these students, both in public and private schools. Therefore, not only the content covered is important, but also the methodology, tools and resources are strategic in helping students learn fully.