Conhecimento e professores do ensino fundamental sobre o transtorno de déficit de atenção/hiperatividade - TDAH.

Abstract

Attention Deficit/Hyperactivity Disorder is a neurodevelopmental disorder characterized by inattention, hyperactivity and impulsivity, being considered one of the most commonly diagnosed chronic disorders in school age and in primary care services. The prevalence rates of the disorder are 5% in children and 2.5% in adults, knowing that between 3% and 6% of the world population suffers from the Disorder. The main objective of the following work is to verify the knowledge and performance of elementary school teachers about attention deficit hyperactivity disorder, which is a fundamental factor at the time of recognition and an important tool for early diagnosis, and thus contribute to improve the child's quality of life. This is a cross-sectional, descriptive study with a quantitative approach that included the participation of 16 elementary school teachers from the municipal education system in the city of Cuité-PB. For this, a questionnaire containing 16 questions was used, applied through the digital tool Google Forms and critically analyzed in the light of the literature. The public interviewed is predominantly pedagogue (68.75%), but not exclusive to this training, with 10 or more years of experience and mostly (75%) working in only one school. Everyone knows what ADHD is, but only a minority (31.25%) of the total knew how to give solid descriptions of the symptoms. When asked if there is any child in the classroom with ADHD, the majority (68.75%) say they do not have it, but when it comes to the students they consider to have the disorder, these values are almost inverted (62.5%). Taking the argument that students with ADHD have special educational needs, teachers claimed support from their respective schools such as the Specialized Educational Service (AEE) present in them; support from the school's coordination/director as a means of communication between the family and the teacher and advising them on the search for more specialized help, in addition to educational games to arouse the interest and attention of these students. Although most have declared training to deal with this type of public, (68.75%) stated that they still feel insecure and (75%) find it difficult to deal with this profile of children even working with playful and concrete materials. Thus, it is considered that ADHD, despite being a disorder commonly known by teachers, still needs more qualification actions for teachers in a way that they feel safe in the teaching-learning process of these students.