O conhecimento dos educadores dos anos iniciais do ensino fundamental sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH)

Abstract

The present dissertation has had as general objective to investigate the knowledge of the teachers of the initial years of Elementary School in municipal public schools of Uruguaiana, as well as the impact on the learning of students with Attention Deficit Hiperactivity Disorder. Regarding the recurring difficulties presented by students who have ADHD, the concern with the teaching of these individuals in schools in present days has arisen. It is common to come across children who are inattentive, anxious, dispersed, hyperactive and with learning difficulties in the school environment. This study was justified by the purpose of contributing to the development of studies in the fields of Education and Health and seeking to sensitize teachers about the importance of knowing about ADHD and its implications in children's lives. The study was characterized as a qualitative, descriptive, and exploratory research. The studied population consisted of teachers from the early years of municipal public schools in Uruguaiana/RS, and the sample was intentionally formed by teachers from two schools that had higher frequencies of students with diagnosed ADHD, who voluntarily agreed to participate in the research. As for the methodological input, the study was organized following two formats, a bibliographic review on the subject and the application of a data collection instrument among teachers of the early years of elementary school in municipal public schools in Uruguaiana/RS. We registers the results obtained in an article of Integrative Literature Review already published and a manuscript that had the application of a questionnaire to teachers through an online platform. For the analysis of the manuscript data, the content analysis was performed. As a result of the study, it was possible to verify that teachers have little knowledge about ADHD and the specific methods and strategies in their praxis to efficiently meet the needs of students who present the disorder, and to estimate the importance of obtaining training and improvement programs aimed at providing information and techniques to apply assertive pedagogical practices in the classroom, thus bringing quality education to children who have the disorder. It is concluded that most teachers at the schools studied have a superficial knowledge about ADHD and the strategies and methodologies used are still fragile and need to be adjusted to meet the demands that are present in schools, as well as the teachers need adequate training for improvement of their praxis when working with children who have the disorder.