Efeitos do programa OBBA (jogos de construção) da pedagogia da corporeidade nas funções executivas de crianças com TDAH

Abstract

Childhood corresponds to a developmental phase that can be characterized by the presence of signs and symptoms of neurodevelopmental disorders. Among the most frequent is Attention Deficit Hyperactivity Disorder (ADHD), which can negatively impact a child's life. Several pedagogical and inclusive interventions can be implemented to reduce impairments, among which stands out the Toy and Play Workshop Program (Programa de Oficinas de Brinquedos e Brincadeiras – OBBA) of the Pedagogy of Corporeity (PC), in which play is conducted for therapeutic effects in children with ADHD. This study aimed to analyze the effects produced by construction-type games on executive functions in children with ADHD. This is a qualitative, descriptive, applied nature research. The design used for test application was a case series with repeated measures, characterized by monitoring a small group of participants at various moments: pre-intervention, during, and post-interventions, and it was of the action-research type. The semiotic analysis technique used was the analytical design of guiding the interpretation of teaching work, in its three categories: Immediate, Mediated, and Referential of the Pedagogy of Corporeity Laboratory Class (Aula Laboratório da Pedagogia da Corporeidade – ALPC). Three male children aged 7 to 9 years, diagnosed with ADHD and enrolled at the Luiza Lima Lobo Municipal School in João Pessoa/PB, participated in the study. The selected children were attended at the clinic of the Brincante School Laboratory, Museum of Play, at the Federal University of Paraíba, within the Associated Graduate Program in Physical Education UPE/UFPB, where the interventions and tests were conducted. Data collection procedures included: a direct observation script and a filming plan as an indirect observation resource. Additionally, the Cancellation Attention Test (TAC) and the Trail Making Test (TT) were employed. The interventions consisted of 24 OBBA Program workshops, involving the construction and use of 12 toys, in sessions of approximately 40 minutes, which took place over three months, totaling 24 sessions and 960 minutes for each child. For data analysis, we compared the test results and created a chart of the interpretive effects evidenced by the children. For the intervention, the interpretation levels specific to the ALPC were used. To analyze the intervention effects, descriptive analysis of the TAC and TT data was performed according to the norms of their respective manuals. For the analysis of interpretations, we used the pragmatic method of semiotic analysis (OBBA Assessment Scale, observation script, and analysis of the footage). The results demonstrated that the intervention promoted positive performance in the executive functions of children with ADHD, especially in selective attention, sustained attention, and inhibitory control. The study concludes that the motor demands and engagement in the OBBA Program activities were crucial for these improvements, validating the Construction Games Genre as an efficient pedagogical and therapeutic tool integrated into the context of ADHD.