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Educação social e emocional em alunos com perturbação de hiperatividade e défice de atenção no processo de ensino e aprendizagem
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Abstract(s)
O presente trabalho visa compreender de que forma a Educação Social e Emocional (ESE) pode constituir uma resposta eficaz e promotora de inclusão para alunos diagnosticados com Perturbação de Hiperatividade e Défice de Atenção (PHDA), no contexto educativo. Ao observar o carácter multifacetado desta condição neurodesenvolvimental, e os seus impactos ao nível da aprendizagem, do comportamento e da socialização, procurou-se refletir criticamente sobre práticas pedagógicas que integrem o desenvolvimento emocional e social como dimensão transversal ao currículo. Para tal, recorreu-se a uma metodologia qualitativa, de cariz exploratório, sustentada numa revisão sistemática da literatura científica publicada na última década. A análise crítica permitiu evidenciar a relevância da ESE enquanto instrumento de promoção de competências como a autorregulação, a empatia e a resiliência, com impacto direto na melhoria do rendimento escolar e no bem-estar geral dos alunos com PHDA. Constatou-se, contudo, que a implementação destas práticas ainda enfrenta constrangimentos estruturais e carece de um reconhecimento mais formal nas políticas educativas. Conclui-se, assim, que a articulação entre saberes pedagógicos, conhecimento científico e práticas colaborativas é imprescindível para a construção de ambientes escolares mais inclusivos, equitativos e emocionalmente sustentáveis
This study aims to understand how Social and Emotional Education (SEE) can constitute an effective and inclusive response for students diagnosed with attention deficit hyperactivity disorder (ADHD) within the educational context. By examining the multifaceted nature of this neurodevelopmental condition and its impacts on learning, behavior, and socialization, the study critically reflects on pedagogical practices that integrate emotional and social development as a transversal dimension of the curriculum. To this end, a qualitative, exploratory methodology was employed, supported by a systematic review of scientific literature published in the last decade. The critical analysis highlighted the relevance of SEE as a tool for promoting skills such as self-regulation, empathy, and resilience, with a direct impact on improving academic performance and the overall well-being of students with ADHD. However, it was found that the implementation of these practices still faces structural constraints and lacks more formal recognition in educational policies. It is therefore concluded that the articulation between pedagogical knowledge, scientific evidence, and collaborative practices is essential for building more inclusive, equitable, and emotionally sustainable school environments
This study aims to understand how Social and Emotional Education (SEE) can constitute an effective and inclusive response for students diagnosed with attention deficit hyperactivity disorder (ADHD) within the educational context. By examining the multifaceted nature of this neurodevelopmental condition and its impacts on learning, behavior, and socialization, the study critically reflects on pedagogical practices that integrate emotional and social development as a transversal dimension of the curriculum. To this end, a qualitative, exploratory methodology was employed, supported by a systematic review of scientific literature published in the last decade. The critical analysis highlighted the relevance of SEE as a tool for promoting skills such as self-regulation, empathy, and resilience, with a direct impact on improving academic performance and the overall well-being of students with ADHD. However, it was found that the implementation of these practices still faces structural constraints and lacks more formal recognition in educational policies. It is therefore concluded that the articulation between pedagogical knowledge, scientific evidence, and collaborative practices is essential for building more inclusive, equitable, and emotionally sustainable school environments
Description
Keywords
Educação Social e Emocional PHDA Inclusão Escolar Regulação emocional Sucesso educativo Social and Emotional Education ADHD Inclusive Education Emotional Regulation Academic Achievement