Transtorno de défict de atenção e hiperatividade (TDAH) no Ensino Fundamental Anos Iniciais em Arraias-TO

Abstract

This paper discusses Attention Deficit Hyperactivity Disorder (ADHD), highlighting its peculiarities, as well as the need to have qualified professionals in the school environment who are familiar with ADHD behaviors and emphasizes the relevance of the partnership between school and family in favor of more effective teaching that corroborates the development of students with ADHD. To this end, this study has as its general objective to understand the impacts caused by ADHD in the school environment of Elementary School - Initial Years and as specific objectives: to present a historical overview of ADHD; to study the etiology of Attention Deficit Hyperactivity Disorder: characteristics, symptoms and types of ADHD in children; to investigate whether teachers have specific continuing education in ADHD and what are the challenges/possibilities in the teaching and learning process in Elementary School - Initial Years of the Municipal Center for Basic Education (CMEB) Professora Lívia Lorene Bueno Maia. The methodology used in the research is qualitative, in which two instruments were used to collect information: non-participant observation in a 1st grade elementary school class and in the specialized educational service room (AEE) to find out how the pedagogical work is carried out, the relationship between teacher/student/peers and the behavior of the student with ADHD; and through the semi-structured interview with the two teachers from the places where the observation was made at the CMEB Professora Lívia Lorene Bueno Maia headquarters/extension, located in Arraias-TO, with questions directed to continuing education, methodologies and materials used by them, the articulation between the work of the school with the family and other institutions, such as: health services, the main difficulties faced and what needs to be improved. The research revealed four major limitations that significantly interfere with the teaching/learning process of students with ADHD, namely the lack of ongoing training with an emphasis on ADHD by school management, the shortage of teaching materials, the limited space in the resource room where the AEE is carried out, and the delay in medical care by the Unified Health System (SUS). In this sense, it is essential that society in general becomes aware of the symptoms and treatments for ADHD, so that children can be diagnosed early and receive appropriate monitoring as soon as possible, in order to mitigate the impacts arising from this disorder that affects between 5% and 8% of children worldwide.