Inclusão-integração do Transtorno de Déficit de Atenção com hiperatividade na educação: relações de negação e aproximação do atendimento educacional especializado

Abstract

Attention Deficit Hyperactivity Disorder (ADHD), known worldwide, has a prevalence of 7.6% in school-age children and adolescents in Brazil. Science has been presenting studies that demonstrate the harm that the disorder can cause in school subjects, but the coherent integration between science and education seems to be not being observed. Public policies aimed at education have shown an omission in the sense of inclusion, which has been felt in the teaching-learning process. From this perspective, this work has the general objective of reflecting on the constituent elements of ADHD and the emergency conditions that bring it closer to or away from Specialized Educational Assistance in Education (AEE). The specific objectives are: to analyze the scope of Law 14.254/21 for Inclusive Education (EI) and ADHD; to historically situate the process of visibility of ADHD in relations with health and education; to discuss the aspects that dichotomize ADHD and the denial of Special Education (EE) in Regular Education (ER) in relation to the disorder; to investigate the different educational measures and guidelines regarding the inclusion of ADHD in the AEE; to identify pedagogical approaches that cover both cognitive aspects and those related to the physical body capable of contributing to minimizing the educational deficits of students with ADHD. The methodology adopted to achieve the objectives of this research was Dialectical Historical Materialism, which was conducted with a qualitative approach. Regarding the type of research, it is bibliographical and documentary. Regarding the classification of the research objectives, it is explanatory. The theoretical-methodological foundation follows the assumptions of dialectical historical materialism, using theorists such as Cheptulin (2004); Cury (1986); Gramsci (1982); Saviani (1982, 1986, 1999, 2013, 2016, 2022); Vygotsky (2000, 2010, 2018). The aspects directly linked to ADHD, such as etiology, functioning of executive functions, and educational impairments, are supported by authors such as Barkley (1981, 1997, 2001, 2002, 2016) and Rohde (2000, 2004). The official documents that guide education and the Special Education Program were consulted to dialectize the distance between ADHD and the Special Education Program found in the teaching-learning process of students with the disorder. The analyses were based on Minayo (2009) and Trivinos (1987), who consider the need to relate the information found to the social reality movement. It is inferred that the hypothesis is confirmed that, although the Special Education Program is aimed at students with disabilities, global developmental disorders, and high abilities and giftedness, and ADHD is not considered a disability, there has been the insertion of this disorder specifically in state laws that guide Specialized Educational Services (SES). Among the results of the documentary research, it was found that the state of Paraíba and the city of João Pessoa do not include students with ADHD as target audiences for the AEE service in their laws. It is concluded that ADHD has been treated unequally in the country, demonstrating contradiction and omission by the State. The information found on the nature of ADHD and on the performance of executive functions of students with ADHD show that these have deficits, especially inhibitory control, which can present significant flaws and cause educational, emotional and coexistence difficulties that could be significantly alleviated through the AEE aimed at their specific needs. The work presents a critical and political content in its construction, and analyzes the laws that give visibility and feasibility to the inclusion of ADHD in the AEE. Law No. 14,254/21 and the National Education Plan - final document signal in relation to the social and educational inclusion of students with ADHD and place them in the direction of the right to AEE. The viability of the target audience of the Special Education Program to actually include ADHD, and for this special education service to become a reality, depends on movements that implement the inclusive perspective in relation to students with ADHD. Such movements include social organizations, associations and state and national bodies, however the legal path is open and consistent with the inclusion of ADHD in the Special Education Program.