TDAH na educação básica: possíveis articulações entre o professor de matemática e o atendimento educacional especializado

Abstract

The present end-of-course work research sought to identify possible articulations between professionals involved with students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), in private, mathematics teachers and teachers of Specialized Educational Services (SES). To this end, the research problem was outlined as: How does the mathematics teacher plan his activities for students who have ADHD? Based on this, it was verified the main characteristics of this disorder, how teachers plan their curricular activities specifically for students diagnosed with ADHD and if there is a connection between the mathematics teacher and the Specialized Educational Services (SES) teacher. Based on this, the qualitative exploratory research was divided into two stages: the first was dedicated to conducting a survey in the 16 schools in Xanxerê - Santa Catarina State that serve students diagnosed with ADHD in Elementary II - final years and/or High School. The second stage was dedicated to the application of a questionnaire to ten mathematics teachers, five teachers of the SES in the state network of the city of Xanxerê – Santa Catarina State, and a psychologist, in which we sought to understand the importance of the SES, what resources and practices these professionals use to teach students diagnosed with ADHD in the classroom, and, above all, to verify if there is a collaboration to carry out a broader, more diverse and inclusive planning. Both stages were developed according to the literature review and the theoretical reference on the history of inclusive education in Brazil and the importance of planning for students diagnosed with disorders, in addition to considering the national curriculum documents. In the first step it was found that of the 16 schools in the city of Xanxerê, only five, all from the state network, had the SES and students diagnosed with ADHD. Given this reality, the delimitation of the participants in this study was based on the professionals working in these schools. Corresponding to the second stage, it was found that the mathematics teachers did not show evidence of developing their planning together with the teacher of the SES, that is, the absence of an articulation, in disharmony with what is proposed in several documents that guide inclusive education. Thus, through the theorists it was observed that it is extremely important that the articulation between these professionals is constant in the educational process, in order to promote a more appropriate planning for all diagnosed students. With the path taken by the research, the analyses performed showed that it is necessary to pay attention to planning, using teaching resources and pedagogical practices that help students diagnosed with disorders; otherwise, situations may arise that hinder the learning process, such as ADHD. With this study, we emphasize the need for continued training to improve teachers' classroom practice and to assist them in developing plans for inclusive education.