O processo ensino-aprendizagem da criança com transtorno do déficit de atenção e hiperatividade no contexto familiar

Abstract

Attention deficit hyperactivity disorder (ADHD) has been increasingly studied in all areas, as, in addition to the characteristics of ADHD, are perceived in the child with the diagnosis attitudinal problems, low self-esteem, low motivation and learning difficulties. Thus, this study aimed to focus on one of the areas where children live, which is the family context and the teaching-learning process within this environment. That said, it is understood that this topic has great relevance, since the family must help the child in activities coming from school and thus contribute to their cognitive development. The main objective of this qualitative study was to investigate contributions on the topic of ADHD and the learning of this child, in the early years of Elementary School, in the family context, in the municipal public network of Uruguaiana-RS. Therefore, the purpose of this study was carried out in two stages: In the first, we carried out a systematic review, analyzing scientific studies between 2016 and 2021 that presented contributions on ADHD and the teaching-learning process of children with the disorder in school and family environments. In the second stage, we investigated the perceptions related to the difficulties in the teaching-learning process of these children and the strategies used to teach in the family context. Thus, through bibliographic research, application of an online questionnaire for those responsible for the children and after a virtual conversation circle through the Google Meet Platform we answered the specific objectives. Still, the organization and analysis of all these data were done through Content Analysis. We emphasize here that this study provided a broader view of ADHD. In fact, our results show that over the course of several years there have been several changes regarding the name of the disorder and that it is considered a mental problem. Moreover, when in the classroom, teachers must be careful to establish the difference between hyperactivity and indiscipline, since sometimes the first recommendation is that a doctor is sought. The family and the school must act together so that the child is included, because unfortunately in both instances, we still find a lot of exclusion. We noticed that the incidence of ADHD is higher in boys, it does not affect the child’s intelligence and difficulties in the family context were listed in behavioral, interpersonal relationships and skills. Finally, with regard to strategies, we found that those responsible use games, playfulness, routines and reinforcement, in a more forceful way to carry out the tasks coming from the school. This, when parents manage to teach their children, otherwise, activities return to school without being done. Given the above, we believe that this study provided a greater understanding of the disorder and how these children learned. In addition, it brought results that allow us to better understand the difficulties of teaching and the strategies used by the family regarding the teaching-learning process of children with ADHD in the family context.