Banca de QUALIFICAÇÃO: GIRLANE DE LIMA SANTOS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : GIRLANE DE LIMA SANTOS
DATE: 25/06/2025
TIME: 14:30
LOCAL: Videoconferência
TITLE:

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

 

KEY WORDS:

geography teaching; ADHD; school inclusion

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

This work raises questions about the teaching of Geography in the context of school inclusion for students with
Attention Deficit Hyperactivity Disorder (ADHD), aiming at the development of a didactic-pedagogical guide with
guidance and teaching strategies for Geography teachers of these students in the sixth grade of elementary
education. In this sense, this context is characterized based on qualitative and exploratory research, adopting various
methodological procedures such as bibliographic, documentary, and field research. The text presents the results of
the investigation to date, mainly describing the methodological path of the research, the findings from the state of the
art, and the stage of field research, which consisted of conducting interviews with six Geography teachers and with a
representative from the Special and Inclusive Education sector of the Education Secretariat of Maracanaú (CE) . It
also seeks to characterize the educational product based on its conception, assumptions, and preliminary structure,
as well as detailing the organization for the next stages of the study. In general, the results indicate that the research
conducted in the last decade highlights the lack of preparedness among teachers to work with the theme of inclusion
of neurodivergent students, stemming from the absence or minimal emphasis of this topic in the curricula of
Geography teacher training courses. The survey also revealed low academic productivity on the subject in recent
years, raising questions about the inclusion of these students in Geography classes and inferring the urgency of
conducting new related research. As a result of the interviews, it was possible to ascertain that there is a significant
number of students diagnosed with ADHD in the municipal education system of Maracanaú, totaling 1,136 students,
with 306 in the final years and 78 in the sixth year of Elementary School. Even in light of the growing number of
diagnoses, it became evident that there is a lack of institutional actions, such as specific educational support and
ongoing training that assist and prepare teachers to act competently in the school environment. The data also reveals
that, despite the efforts to promote inclusive education, the strategies proposed by teachers are still not part of a
structured pedagogical routine, adopting non-systematic activities and assessment processes for the inclusion of
these students. Teachers also face several structural and pedagogical challenges, such as a lack of materials, large

classes, and insufficient institutional support, which directly impacts the quality of education. The proposed didactic-
pedagogical guide presented engages with this scenario, grounding itself in real situations from the pedagogical daily

life of geography teachers, with a view to contributing to the effective inclusion process of students 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