Mediação pedagógica em sala de aula: um estudo sobre o ensino de alunos com Transtorno de Déficit de Atenção/Hiperatividade (TDAH) no 4º ano do Ensino Fundamental

Abstract

This research addresses pedagogical mediation in the classroom, focusing on the education of students with Attention Deficit Hyperactivity Disorder (ADHD) in the 4th grade of elementary school, based on the following research question: how can pedagogical mediation in the classroom contribute to the education of students with ADHD? From this question, the general objective was to investigate pedagogical mediation practices used in the classroom context, with a view to developing a routine guide in e-book format, with proposals that favor the education of students with Attention Deficit Hyperactivity Disorder (ADHD). The research is characterized by an applied and exploratory nature, with a qualitative approach and dialectical method. The procedures adopted involved a literature review and field study. The research was conducted at the Professor Jerônimo Pinheiro School in the municipality of Alto Alegre do Pindaré, Maranhão, Brazil, with the participation of the school principal, the pedagogical supervisor, and two teachers. Data collection methods included questionnaires, semi-structured interviews, and classroom observations. Data processing and analysis were performed using content analysis, allowing for a critical interpretation of the studied phenomenon. The results indicated that pedagogical mediation, anchored in planned and intentional practices, favors the attention, engagement, and cognitive development of students with ADHD. It was also found that teacher training is a decisive element for the effectiveness of inclusive practices and that the systematization of structured routines contributes to the construction of a more equitable, participatory environment conducive to cognitive development. As a concrete outcome, a guide to routines with practical proposals for pedagogical mediation was collaboratively designed, offering applicable resources for daily school life and strengthening the articulation between theory and practice from the perspective of inclusive education.