Meios alternativos para aprendizagem de geografia para o estudante com transtorno de déficit de atenção e hiperatividade (TDAH)

Abstract

The objective of the research focuses on the perspective of analyzing and demonstrating methodologies and/or resources for students with ADHD when learning Geography. With descriptive and exploratory research, with a documentary and bibliographical procedure. ADHD is a neurobiological disorder with mainly genetic causes, with three characteristic symptoms (inattention, hyperactivity and impulsivity), which affects self-regulation, behavior and executive functions (inhibition, emotion, action, energy, recall, focus and self-evaluation), of people with this disorder. The DSM-V determines three subtypes of ADHD: predominant inattentive, predominant hyperactive/impulsive and combined presentation (both subtypes). Through the study, it was possible to understand that students with ADHD enjoy activities and/or work in which they participate more actively. Therefore, students with ADHD need stimuli such as colors, sound, texture, novelty and motivation in Geography classes, since monotonous and boring classes normally do not match this student's profile. Because of this, the conversational and institutional teaching of Geography requires students to remain quiet, silent and passive, which does not characterize students with ADHD, who are biologically hyperactive, which results in the exclusion of this student who does not fit the model. That said, three activities are presented with methodologies and/or resources that encompass the diversity of these students with ADHD. Keywords: Attention Deficit Hyperactivity Disorder. Geography Learning. Resources. Methodologies.