Inclusão dos estudantes com transtorno e déficit de atenção (TDAH) e abordagens didáticas nas aulas de Ciências da Natureza

Abstract

Currently, we hear a lot about the specificities involved in atypical human brain functioning. Immersed in this universe is a population that presents Attention Deficit Hyperactivity Disorder (ADHD), many of whom are still of school age. ADHD is characterized by a set of behaviors that appear in childhood and last throughout the individual's life. Therefore, its diagnosis and treatment, with the correct guidance, is very important, otherwise, in the same proportion as it can be responsible for good characteristics, it can cause many vital challenges and difficulties that have repercussions even in the educational sphere and in the student's academic trajectory, towards learning different types of knowledge, including science. In the teaching of natural sciences, for a long time, a traditional, decontextualized practice prevailed, which prioritized the memorization of concepts and formulas. Through debates, over the years this approach has changed, today it is advocated, knowing science and knowing how to do and apply science. Contextualized practices and approaches are targets of studies and applications, so that science classes have become increasingly accessible. Considering, therefore, the reality presented, the present work proposes to analyze didactic approaches in natural science classes and their contributions to the effective inclusion of students with ADHD, seeking to answer the following question: what are the potentialities present in didactic approaches? in natural science classes, given the inclusion of students with ADHD? To this end, this is qualitative research, and the path of investigation takes on an exploratory bibliographical nature. The survey and data search were carried out by checking studies present in the national literature, which in a time frame from 2019 to 2023 deal with the topic. The studies analyzed present concepts and theories that deal, in an introductory way, with the developments and the importance of teaching science to students with attention deficit disorder. In general terms, alternatives were suggested that can help in understanding issues relating to the importance of teaching natural sciences to students with attention deficit hyperactivity disorder and the need for an inclusive perspective to be adopted in classes was evident