O processo de alfabetização e letramento de crianças com Transtorno do Déficit de Atenção e Hiperatividade: um estudo bibliográfico

Abstract

The Attention Deficit Hyperactivity Disorder is a disorder that affects many children in the developmental stages, being increasingly common in schools. The behavioral characteristics of this disorder tend to result in learning difficulties in children with ADHD. This study aims to understand the literacy process of children with ADHD, since literacy are complex learning processes, which are of utmost importance throughout life. To achieve this goal, the research had as theoretical basis Teixeira (2019), Fitó (2012), Muszkat, Miranda and Rizzutti (2012), in addition to the Diagnostic and Statistical Manual of Mental Disorders: DSM-5 (2014) to present the main characteristics of the disorder, in Magda Soares (2022, 2021), Costa Val (2006), among other authors to describe the learning process of reading and writing, and theorists of cognitive neuroscience such as Cosenza and Guerra (2011) and Amaral and Guerra (2020) to present the characteristics of the higher functions required in literacy and its influence on learning. The bibliographic and documentary methodology (SEVERINO, 2013) was adopted for this research, with data collection from books, articles and documents that address the topic. Based on this, it was observed in the results achieved the importance of inclusive practices and the role of the teacher in literacy of children with ADHD, in addition to the need for more studies on ADHD in teacher training, not only in continuing education, but also its inclusion in initial training.