A INCLUSÃO DE ALUNOS COM TDAH: Desafios e possibilidades na formação de professores

Abstract

This dissertation addresses the inclusion of students with Attention Deficit Hyperactivity Disorder (ADHD) and teacher education, with the general objective of examining pedagogical thought regarding the inclusion of students diagnosed with ADHD in the school context, as well as the importance of teacher training in this process. The study was developed within the scope of the Graduate Program in Education, Academic Master’s Degree, at Centro Universitário Mais – UniMais – Inhumas-GO, under the research line “Education, Culture, and Pedagogical Processes.”The investigation was guided by the following research problem: What is the importance of teacher education for working with students diagnosed with ADHD in the classroom context? To answer this question, the research followed three specific objectives: (1) to highlight the conceptual, historical, and legal aspects that underpin inclusive education for students with ADHD; (2) to reflect on the challenges and possibilities that permeate the field of special education and its impact on the school inclusion of these students; and (3) to identify the perspectives of education researchers on teacher education as a means for implementing truly inclusive practices.This is a qualitative research study, with bibliographic and documentary characteristics. Works by authors such as Mattos (2015), Caliman (2006), Mantoan (2003), Ramos and Acioli (2020), Heredero (2020), Nóvoa (1991), Freire (2019), Barkley (2020), and Tardif (2014), among others, were used. Legislation and guidelines related to inclusive education and teacher education were also consulted, such as the 1988 Federal Constitution, the National Education Guidelines and Framework Law (Law No. 9.394/96), the National Education Plan (PNE 2014–2024), and the National Common Curricular Base (BNCC). As a result of the research, it can be highlighted that teaching work with children with ADHD represents a current challenge in regular schools, imposing significant demands on pedagogical practice. In this context, teacher education—especially regarding specific knowledge about the disorder and the adoption of a reflective stance—proves to be essential for building inclusive educational practices. The study also found the relevance of early diagnosis and the active participation of the family in the schooling process as fundamental elements for achieving a truly inclusive education.