As reflexões e os desafios da formação de um professor que leciona aulas de reforço para um aluno com TDAH: uma narrativa autobiográfica

Abstract

This work addresses an autobiographical narrative based on reflections, learnings, and considerations about the academic journey of a student in the Biological Sciences program at the Federal University of Ceará, specializing in Teaching, and how his academic trajectory influenced his work as a tutor for a child diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and propelled him to seek further professional development. The study aims to reflect on the author's trajectory, starting from his experiences in elementary school, progressing through his undergraduate studies and how these experiences influenced him, leading to his subsequent entry into the job market and his approach and methodologies for teaching a child with ADHD. The methodological approach used was based on a qualitative and interpretive perspective, focusing on the analysis of a narrative from the author's viewpoint, who also plays the role of the main character and protagonist. The theoretical framework involved an extensive review of literature on teacher education, ADHD, autobiographical narratives, and teaching methodologies tailored for ADHD. The findings allowed the author to reflect and understand that his academic journey was crucial and highly significant for his development as a teacher. However, despite the extensive workload during his teaching program, he recognized the need to build his knowledge through ongoing professional development when it comes to teaching children with ADHD.