ALFABETIZAÇÃO DE CRIANÇAS COM TRANSTORNO DO DÉFICIT DE ATENÇÃO E HIPERATIVIDADE (TDAH): estratégias e possibilidades na Escola Municipal Antônio Farias de Mesquita de Luziânia - GO

Abstract

The present work discusses about the literacy of children with attention deficit hyperactivity disorders (ADHD). Its general objective is to investigate the literacy process of children with ADHD; specifically, from a case study in a Municipal School in the State of Goiás (GO). And with that, we base the specific objectives that are the following: to present the historical, legal and epistemological context of Special Education aimed at students with ADHD; carry out field research; analyze observation data and data collected in field research; and, highlight strategies and possibilities for this teaching and learning process to occur. In this way, the methodology applied for this research is focused on the qualitative, with the modality of case study, and, with the technique of observation of the semi-structured interview. To support the research we have the contribution of the book '' In the world of the Moon'' (2003) in which it addresses several questions about the disorder, and for the theoretical foundation we have authors such as: Vygotsky (1932/1934/1979/1984), Piaget (1999), Emília Ferreiro (1980), Libâneo (1994), Brites (2019), among others. We also used the laws that support this teaching, such as the Law of Guidelines and Bases of National Education (1994), Federal Constitution of 1988, among others. The main conclusion of this research is that, in schools with the support of the Department of Education that has a partnership with the Division of Assistance to Special Educational Needs, that is, this partnership, enables the school to have a broader school curriculum with advantages to students who need this more participatory education. Finally, this research as a whole, with the field research, gives us the perspective that the child with ADHD can be literate.