Transtorno de déficit de atenção e hiperatividade e suas múltiplas implicações no contexto escolar

Abstract

The proposed work aims to evaluate , describe and analyze what teachers of the city of Dourados MS know about Attention Deficit Disorder and Hyperactivity , here called TDAH and its multiple implications in the school context , with emphasis on the early years of education fundamental I. The present study was carried out through literature review and field research in four schools in Dourados MS, two of which are of public schools and two private schools. So a semistructured interview containing three questions, in which ten teachers were heard during the months of September and October 2013, was performed looking for what is the conception of TDAH and pedagogical interventions which cause greater effectiveness among children with the disorder. Through the readings , there was the importance of the teacher as a mediator of teaching and learning , thus seeking continuing education in new interventions that help children with TDAH to achieve higher levels of performance and understanding of the contents and is central to the educator have a routine practice content , incentives and rules for this set of assignments awaken the student 's interest in conducting the proposed activities and to comply with the combined stipulated by the teacher. In short, the efforts to bring larger studies surveyed clarifications on the subject were included. Through the interviews it was noted that many educators seek to make their readings, find ways to teach the content to their students with TDAH.