Significados do Transtorno de Déficit de Atenção e Hiperatividade na cultura de pares infantil

• Ano de defesa: 2018
• Autor(a) principal: Lopes, Marina Serejo Girão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Transtorno do Deficit de Atenção com Hiperatividade; Cultura de pares infantil; Reprodução Interpretativa; Attention Deficit Hyperactivity Disorder; Child Peer Culture; Interpretive Reproduction
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/33795

Attention Deficit Hyperactivity Disorder (ADHD) has been identified as responsible for several impairments in the lives of children and families, being among the most diagnosed behavioral changes in childhood, despite the controversies regarding its characterization. Although it has emerged in the health scene, the diagnosis of ADHD has become part of diverse contexts, so that discourses about it mix aspects from health, school, family and social morality, and can be interpreted in different ways within of a local culture, including children. Immersed in an adult culture permeated by different meanings and meanings attributed to ADHD, children produce their own culture of peers, appropriating, reproducing and reinventing the various discourses and building on them. Starting from a theoretical basis of historical-cultural psychology and the sociology of childhood and having as a starting question how the discourses on ADHD are reproduced interpretatively by the children in their interactions between pairs, the objective of this study was to analyze the interpretive reproductions of children with diagnosis of ADHD. For this, a qualitative methodology was adopted, with ethnographic inspiration, using semistructured interviews and participant observation. The research was carried out at the Psychiatry Ambulatory of Childhood and Adolescence at the Walter Cantídio University Hospital - AMPIA / HUWC, with children aged between 6 and 12 years old, who were enrolled at the outpatient clinic and had at least one consultation in the outpatient clinic, and their respective parents or guardians. For the analysis of the corpus, the historical-cultural interpretative analysis proposal was used as referential, and the empirical analytical categories were the contexts of diagnosis and the performative use of ADHD. It could be seen from the study that ADHD permeates the different contexts of children's lives. In addition, it is important to highlight that ADHD-related behaviors permeate the process of children's social insertion and the diagnosis is a recurrent element in the interpretive reproduction and in the construction of the culture of the child's peers depicted here.