Transdisciplinaridade e ecoformação para auxiliar crianças com TDAH em sala de aula: reflexões teóricas

Abstract

This article is aimed at education professionals who are faced with students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) in the classroom and, for that reason, face challenges in developing certain pedagogical and social skills. For that matter, the study seeks to reflect on how educators' understanding of this learning process can assist in guiding and motivating children in their social and educational daily routine. To achieve this, a research with a bibliographic and a documentary approach was carried out, compiling the characteristics of ADHD and its manifestations within the educational environment, focusing on three key pillars: the concern for including children with disabilities in schools, the identification of ADHD students' traits in the classroom and the necessity of having qualified professionals in these educational ambiences in order to ensure inclusion. As a result, this article emphasizes that educators' adoption of playful and well-planned methodologies is crucial, supported by "Transdisciplinarity" and "Ecoformation," to promote effective learning. Additionally, the collective responsibility of both schools and families must be highlighted to facilitate this process, aiming at the development of these students' skills. The study also underscores that, while the knowledge about ADHD presents challenges, it is essential for achieving success in the pedagogical process.