Contribuições do psicopedagogo para alunos com TDAH no âmbito educacional
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Tipo
Artigos
Classficação
Nível teórico
Data
2023
ORCID
Título do Períodico
Evidência: Olhares e Pesquisa em Saberes Educacionais
ISSN
2966-1412
Página(s)/e-location
133-143
Idioma(s)
pt
Fonte
Araxá, MG
19
20
19
20
Fonte
Resumo
O objetivo da pesquisa foi refletir sobre a contribuição do psicopedagogo no contexto educacional de alunos com TDAH. O TDAH é considerado como um transtorno mental, sendo um dos mais comuns na infância e na adolescência, caracterizado por desatenção, atividade motora excessiva e impulsividade. A metodologia utilizada nesse trabalho
foi a pesquisa bibliográfica com auxílio de artigos e textos com fundamentação teórica, publicados virtualmente. A mesma, procurou compreender o seguinte problema: quais
são as estratégias utilizadas pelos psicopedagogos para que as crianças com TDAH possam desenvolver em suas habilidades cognitivas no âmbito educacional? Portanto, justifica-se a importância da pesquisa pois, deve-se sempre ter um olhar psicopedagógico, seja através da presença do psicopedagogo ou pela formação dos educadores. A proposta não foi apresentar respostas prontas e muito menos mostrar os benefícios que essa área do conhecimento traz ao educador frente às necessidades pedagógicas das crianças, mas sim, qualificar seu trabalho através de intervenções ampliando as práticas frente ao “aprender” da visão escolar. Conclui-se através dessa pesquisa que é possível que as crianças com TDAH frequentem e aprendam em escolas de ensino regular, desde que tenham o acompanhamento com psicopedagogo. Mas para isso, é necessário que as escolas estejam preparadas com recursos materiais e humanos para manter a atenção desses alunos em sala de aula.
The objective of the ressarce was to reflect on the contribution of the educational psychologist in the institucional context of students with ADHD. ADHD is considered a mental disorder, one of the most common in childhood and adolescence, characterized by inattention, excessive motor activity and impulsivity. The methodology used in this work was bibliographical research with the aid of articles and texts with theoretical foundation, published virtually. It sought to understand the following problem: what are the strategies used by psychopedagogues so that children with ADHD can develop their cognitive skills in the educational context? Therefore, the importance of the research is justified because, one must always have a psychopedagogical look, either through the presence of the psychopedagogue or through the training of educators. The proposal was not to present ready-made answers, much less to show the benefits that this area of knowledge brings to educators in view of the pedagogical needs of children, but rather to qualify their work through interventions expanding practices in view of “learning” from the school vision. It is concluded through this research that it is possible for children with ADHD to attend and learn in regular schools, as long as they are accompanied by a psychopedagogue. But for that, it is necessary that schools are prepared with material and human resources to keep the attention of these students in the classroom.
The objective of the ressarce was to reflect on the contribution of the educational psychologist in the institucional context of students with ADHD. ADHD is considered a mental disorder, one of the most common in childhood and adolescence, characterized by inattention, excessive motor activity and impulsivity. The methodology used in this work was bibliographical research with the aid of articles and texts with theoretical foundation, published virtually. It sought to understand the following problem: what are the strategies used by psychopedagogues so that children with ADHD can develop their cognitive skills in the educational context? Therefore, the importance of the research is justified because, one must always have a psychopedagogical look, either through the presence of the psychopedagogue or through the training of educators. The proposal was not to present ready-made answers, much less to show the benefits that this area of knowledge brings to educators in view of the pedagogical needs of children, but rather to qualify their work through interventions expanding practices in view of “learning” from the school vision. It is concluded through this research that it is possible for children with ADHD to attend and learn in regular schools, as long as they are accompanied by a psychopedagogue. But for that, it is necessary that schools are prepared with material and human resources to keep the attention of these students in the classroom.
Descrição
Palavras-chave
Aprendizagem, Crianças, Psicopedagogia, TDAH, Learning, Children, Psychopedagogy, ADHD
Citação
PETRONILO, Keila Barbosa; RESENDE, Líbia Marivani Guimarães; MARINHO, Tânia Rosa Silva; FONSECA, Ricardo Moreira dos Santos. Contribuições do psicopedagogo para alunos com TDAH no âmbito educacional. Evidência: Olhares e Pesquisa em Saberes Educacionais, p. 133-143. 2023. Disponível em: https://ojs.uniaraxa.edu.br/index.php/evidencia/article/view/883/1010. Acesso em: 2024-07-17