Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Alves, Iana Maria de Carvalho
 |
| Orientador(a): |
Cavalcanti, Wanilda Maria Alves |
| Banca de defesa: |
Barros, Isabela Barbosa Rêgo,
Azevedo, Nadia Pereira Gonçalves de,
Cavalcante, Marianne Carvalho Bezerra,
Sousa, Wilma Pastor de Andrade |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
|
| Programa de Pós-Graduação: |
Doutorado em Psicologia Clínica
|
| Departamento: |
Departamento de Pós-Graduação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede2.unicap.br:8080/handle/tede/1644
|
Resumo: |
This research sought to enter the universe of the person with ADHD (Attention Deficit Hyperactivity Disorder) through school inclusion and literacy; from the experience of students from a private school in Recife. The general objective of the present study was to analyze language, in its written form and in other forms, as a mediator of the teaching-learning process of students with ADHD participating in an accessibility group in an educational institution. Theoretical support was based on Vygotsky's socio-interactionism in the foreground, and contributions from other authors such as: Salum Junior, Hora, Maia and Confortin, Silva that support the discussions on ADHD; Soares, Kleiman in the area of literacy; Mantoan, Mittler, Amaro, Cavalcanti, in the inclusion area, among others. We work with qualitative research, with twenty-nine participants involved in some of the research phases (interviews, classroom observation and written text). The results pointed to the following points: a) Most of the educators surveyed sought to apply inclusion strategies for these students, seeking to develop their potential, beyond their difficulties. b) The family members pointed out the existence of conflicts arising from ADHD in their children, as well as school difficulties, characterizing the disorder as something negative. c) Most families consider the school professionals qualified to deal with the child with ADHD. d) The students observed in the classroom showed evidence of body language and attentional dispersion. e) The analysis of the texts of the students with ADHD and the observation in the classroom made it possible to verify that they understood well the task that was asked of them. The data allowed us to say that they are smart, creative, original children in many moments, in addition to presenting good oratory, but we do not have enough elements to attest that they have high skills. The brilliance of these ADHD students can be seen within their uniqueness. |
