Ensino de Ciências e estudantes com TDAH na perspectiva da inclusão e do uso de jogos

Abstract

This paper presents an intervention proposal as a strategy for teaching Science using a didactic game that can provide opportunities for inclusive education for students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD). The objective is to propose pedagogical practices for Science teachers to use in the development, participation and potential of children with ADHD symptoms, such as inattention, disorganization and/or hyperactivity-impulsivity. The methodology used was a bibliographic review in qualitative research, as well as the theoretical basis for the construction of a low-cost didactic game with alternative materials. As an initial result of the research, carried out in articles, scientific papers, theses and dissertations, it is clear that there is a shortage of academic proposals for the use of didactic games for teaching Science to students with ADHD. On the other hand, the game was developed as a pedagogical intervention, based on the methodology used, and it shows that playfulness, as a teaching tool, is an opportunity to be explored in Science classes for children with ADHD. Therefore, the Science teacher acquires preparation in initial and continuing education, develops experiences that dynamizes, transforms the class into an inclusive action through the didactic game and, thus, contributes to the development and well-being of the neurodivergent student.