Práticas Pedagógicas voltadas para inclusão de alunos com TDAH nos anos iniciais em uma escola municipal de Imperatriz-MA

Abstract

This master’s dissertation brings to light discussions about pedagogical practices aimed at the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) in a regular classroom at a municipal school in Imperatriz, MA. The objective of this research is to investigate the pedagogical practices carried out by teachers and the school manager, aimed at students with ADHD in the early grades, as well as the process of school inclusion for these students in a municipal school in Imperatriz, MA. The theoretical framework of this dissertation includes several authors who were essential to the completion of this research, such as Almada (2018), Mantoan (2001, 2006, 2015, 2021), Freire (2021), Orrú (2017), Prestes (2010 and 2016), Vygotsky (2010), among others. The methodological paths outlined were fundamental in guiding the research, exploring the qualitative approach. This approach enabled the construction of a solid bridge between the research subjects and the understanding of ADHD within the context of inclusive education. Data collection was carried out through observations in the empirical field of the research, conducted in two classrooms, and semi-structured interviews with the research participants: a teacher, a social caregiver, and a school manager from a municipal school in Imperatriz, MA. The research instruments used included a field diary, photo/image capture, and an audio recorder. To analyze the data generated in the empirical field of the research, an approach was chosen based on Discourse Textual Analysis (DTA), grounded in Moraes and Galiazzi (2016). The results of this research are organized into the following three categories: First, it addresses the effectiveness of school inclusion for students with ADHD. At the end of this analysis, it was possible to conclude that these students are not being effectively included, as evidenced by the professionals' statements and the observations made in the classroom. The next category focuses on the pedagogical practices and the tools used by professionals in the classroom. The research field revealed that there is a deficiency in the application of tools that optimize pedagogical practices, as these are hindered by the lack of factors such as: ongoing training, investment in teaching materials, and effective participation of a multidisciplinary team. The final category reveals the professionals' perspectives on the characteristics of students with ADHD. The results obtained reflect the situation addressed in the dissertation: the lack of information about the specifics of ADHD results in a deficiency of knowledge and inadequate teaching practices in the field of inclusion. By analyzing the municipal public school and the main research subjects, it was found that students with ADHD are both visible and invisible, and that inclusive pedagogical practices show significant deficiencies in the school inclusion of these students.