Representações sociais de professores do ensino fundamental sobre o TDA/H

• Ano de defesa: 2020
• Autor(a) principal: Rodrigues, Vanusa dos Reis Coêlho
• Orientador(a): Sousa, Clarilza Prado de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Representações sociais; Distúrbio do déficit de atenção com hiperatividade - TDA/H; Professores
• Palavras-chave em Inglês: Social representations; Attention-deficit hyperactivity disorder - ADHD; Teachers
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://tede2.pucsp.br/handle/handle/22970

This work aimed to identify the social representations of teachers in the early grades of elementary school about ADHD and as specific objectives to analyze what knowledge teachers have about ADHD, as well as what consequences these representations generate in their practice. pedagogical The choice of the teacher as the social actor to be heard about this problem was due to the understanding that he has a major role in modifying the educational status quo and that his shared ways of interpreting reality guide the educational practice. The data were studied in the light of the Theory of Social Representations and analyzed through Content Analysis which allow the inference of knowledge from the message of statements. After the analysis, it was found that the interviewed professionals have little knowledge about ADHD, its origin, diagnosis and treatment, generating feelings of insecurity in teaching practice. The researched group represents ADHD as a pathology that causes behavioral problems, which may or may not compromise school performance, demonstrating a change in the representation of ADHD that was originally considered a learning problem. This representation seems to be supported by meanings attributed to hyperactivity, lack of knowledge about ADHD, excessive (often conflicting) diagnoses and concepts disseminated by the media that reach the school, supporting this representation through the medicalization process that materializes ADHD. As such a pathology. Therefore, being the object of discussion between social groups for generates ambiguous opinions, polarities and contradictions, ADHD becomes a phenomenon that can be studied by the Theory of Social Representations and the educator’s knowledge or representation of ADHD can to intervene in their pedagogical conduct, either as an echo of the clinical discourse by which they were nicknamed, excluded and medical, or as an educational return in the face of the difficulties of educating today