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Perturbação de hiperatividade e défice de atenção - Na literatura e na escola
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Existe uma relação entre a Perturbação de Hiperatividade e Défice de Atenção (PHDA) e os processos de ensino-aprendizagem no 1.º ciclo do ensino básico. Conectam-se perspectivas clínicas, pedagógicas, literárias e filosóficas, sugerindo uma abordagem multidimensional para a percepção e inclusão de crianças com PHDA.
A princípio, são apresentados os conceitos, critérios diagnósticos e prevalência da PHDA, destacando sua natureza neurobiológica, fatores genéticos e ambientais, além das frequentes comorbilidades que agravam o desempenho escolar e social. A análise evidencia os impactos da PHDA na leitura e escrita, assim como nas dificuldades de socialização, que muitas vezes levam à baixa autoestima e exclusão.
A investigação também recorre à literatura e à filosofia para ampliar a compreensão da experiência subjetiva da criança com PHDA. No aspeto educacional, a tese analisa as perceções dos professores, as políticas públicas e as práticas institucionais, revelando tanto barreiras estruturais e formativas quanto experiências positivas de inclusão. São ressaltadas estratégias eficazes de gestão da sala de aula, como reforço positivo, rotinas claras, flexibilização curricular, uso equilibrado de tecnologias e metodologias ativas.
Tais resultados sublinham que a inclusão depende de formação docente contínua, colaboração entre professores da educação regular e especial, envolvimento da família e políticas públicas adequadas. Considera-se que a PHDA não deve ser encarada apenas como um transtorno clínico, mas como uma oportunidade de transformação pedagógica, social e cultural.
Propõe-se a integração entre ciência e cultura, enfatizando que a criança com PHDA deve ser reconhecida como sujeito de direitos e de aprendizagem. É fundamental que haja um fortalecimento da formação docente, a implementação de práticas pedagógicas humanizadoras e o desenvolvimento de novas pesquisas que articulem ciência, literatura e educação.
This research, developed within the scope of the Master’s in Special Education, focuses on Attention Deficit Hyperactivity Disorder (ADHD/PHDA) and its relationship with teaching and learning processes in the first cycle of basic education. The work articulates clinical, pedagogical, literary, and philosophical perspectives, suggesting a multidimensional approach to the understanding and inclusion of children with ADHD. Initially, the study presents the concepts, diagnostic criteria, and prevalence of ADHD, highlighting its neurobiological nature, genetic and environmental factors, as well as the frequent comorbidities that intensify academic and social challenges. The analysis emphasizes the impact of ADHD on reading and writing, in addition to socialization difficulties, which often result in low self-esteem and exclusion. The investigation also draws on literature and philosophy to expand the understanding of the subjective experience of children with ADHD. In the educational dimension, the thesis examines teachers’ perceptions, public policies, and institutional practices, revealing both structural and training barriers as well as positive experiences of inclusion. Effective classroom management strategies are highlighted, such as positive reinforcement, clear routines, curriculum flexibility, balanced use of technologies, and active methodologies. The results show that inclusion depends on continuous teacher training, collaboration between regular and special education teachers, family involvement, and relevant public policies. ADHD should not be seen merely as a clinical disorder but as an opportunity for pedagogical, social, and cultural transformation. The thesis contributes to Special Education by proposing the integration of science and culture, emphasizing that children with ADHD should be recognized as subjects of rights and learning. Strengthening teacher education, implementing humanizing pedagogical practices, and developing new research that links science, literature, and education are essential.
This research, developed within the scope of the Master’s in Special Education, focuses on Attention Deficit Hyperactivity Disorder (ADHD/PHDA) and its relationship with teaching and learning processes in the first cycle of basic education. The work articulates clinical, pedagogical, literary, and philosophical perspectives, suggesting a multidimensional approach to the understanding and inclusion of children with ADHD. Initially, the study presents the concepts, diagnostic criteria, and prevalence of ADHD, highlighting its neurobiological nature, genetic and environmental factors, as well as the frequent comorbidities that intensify academic and social challenges. The analysis emphasizes the impact of ADHD on reading and writing, in addition to socialization difficulties, which often result in low self-esteem and exclusion. The investigation also draws on literature and philosophy to expand the understanding of the subjective experience of children with ADHD. In the educational dimension, the thesis examines teachers’ perceptions, public policies, and institutional practices, revealing both structural and training barriers as well as positive experiences of inclusion. Effective classroom management strategies are highlighted, such as positive reinforcement, clear routines, curriculum flexibility, balanced use of technologies, and active methodologies. The results show that inclusion depends on continuous teacher training, collaboration between regular and special education teachers, family involvement, and relevant public policies. ADHD should not be seen merely as a clinical disorder but as an opportunity for pedagogical, social, and cultural transformation. The thesis contributes to Special Education by proposing the integration of science and culture, emphasizing that children with ADHD should be recognized as subjects of rights and learning. Strengthening teacher education, implementing humanizing pedagogical practices, and developing new research that links science, literature, and education are essential.
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PHDA Educação Especial Inclusão escolar Literatura Estratégias pedagógicas ADHD Special Needs Education School Inclusion Literature Pedagogical Strategies