Banca de DEFESA: GIRLANE DE LIMA SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GIRLANE DE LIMA SANTOS
DATE: 15/12/2025
TIME: 14:30
LOCAL: Videoconferência
TITLE:

TEACHING GEOGRAPHY TO STUDENTS WITH ADHD IN SCHOOLS OF MARACANAÚ: DIDACTIC- PEDAGOGICAL GUIDE FOR SIXTH GRADE ELEMENTARY SCHOOL TEACHERS

KEY WORDS:

geography teaching; ADHD; school inclusion; teaching guide

PAGES: 106
BIG AREA: Ciências Humanas
AREA: Geografia
SUMMARY:

The principle of inclusion in the teaching-learning process is a fundamental element of contemporary educational practices. Inclusion presupposes considering the diversity and particularities of individuals in the school environment, implementing actions that facilitate learning for all, especially those with special educational needs, such as students with ADHD. ADHD (Attention Deficit Hyperactivity Disorder) is a neurobiological disorder characterized by symptoms of inattention, impulsivity, and hyperactivity, which can lead to emotional, interpersonal, academic, and professional impairments, among other things. From this perspective, by situating the discussion within the field of school geography teaching, this work aims to develop a didactic-pedagogical guide with guidelines and teaching strategies, considering the learning of this population of students in the sixth grade of elementary school. For this purpose, a qualitative and exploratory research approach was conducted, understanding that the construction of knowledge about the object of study occurs throughout the research process, promoting greater familiarity with the phenomenon under investigation (Gil, 2002; Marconi and Lakatos, 2003). The methodological procedures involved bibliographic, documentary, and field research. The bibliographic research aimed to gather information about the guiding themes of the investigation: a) ADHD (Barkley, 2024; Braga, 2023; DuPaul and Storner, 2007); b) School Inclusion (Mantoan, 2011 and 2015; Correia, 2008; Glat and Oliveira, 2003), c) Teaching Geography and School Geography (Castellar and Vilhena, 2023; Cavalcanti, 2012, 2013, 2019; Pontuscha, Paganelli and Cacete, 2009); d) intersection between the teaching of Geography and Inclusion (Silva and Alves, 2023; Montenegro and Ribeiro, 2016); e) technical and pedagogical guidelines for preparing the guide (Libâneo, 2013; Oliveira, 2013; Zaballa, 1998; Rangel, Delcarro and Oliveira, 2019). Furthermore, a state-of-the-art study was conducted on teaching Geography to students with ADHD, taking as a reference the academic productions on the subject over the last ten years (2015-2024). Regarding documentary research, we sought to interpret official documents dealing with school inclusion in Brazil (Brazil, 1988, 1996, 2008, 2015, 2021), as well as on the teaching of Geography in the final years of Elementary School, such as the National Common Curricular Base - BNCC (Brazil, 2017) and the Maracanaú Curricular Base - BCM (Maracanaú, 2019). The field research stage consisted of interviews with six Geography teachers and a representative of the Maracanaú Department of Education. The data were interpreted following Bardin's (2015) content analysis method, with pre-analysis, exploration of the material, and treatment and interpretation of the results. The research findings provided the basis for the development of the text "ADHD: A Didactic- Pedagogical Guide for Geography Teachers." The research product was anchored in real-life situations from everyday teaching, offering theoretical and methodological insights capable of expanding the possibilities for inclusive teaching of School Geography. The resource includes clarification on the behavioral and cognitive characteristics of ADHD, along with suggestions for pedagogical mediation strategies and teaching situations, all of which are referential in nature. It thus serves as a support resource for teachers, aiming to contribute to the dynamization of the Geography teaching-learning process for all students, especially those diagnosed with ADHD.

COMMITTEE MEMBERS:
Interno - ***.611.234-** - DJANNI MARTINHO DOS SANTOS SOBRINHO - NÃO INFORMADO
Presidente - 4891437 - IAPONY RODRIGUES GALVAO
Externa à Instituição - TANIA VICENTE VIANA