Formação de professores para o atendimento de estudantes com transtorno do déficit de atenção com hiperatividade aliada à plataforma Educainclusão

Abstract

The challenges faced by teachers in supporting students with Attention Deficit Hyperactivity Disorder (ADHD) highlight the need to deepen the discussion on inclusive pedagogical practices, especially in the literacy cycle. In this context, this research proposes to develop formative theoretical contributions aimed at the continuing education of teachers, with a focus on the literacy process of students with ADHD from an inclusive perspective. This is a bibliographic and qualitative study that articulates the foundations of inclusive literacy, pedagogical strategies, and the use of the digital platform EducaInclusão, an educational technological product developed during this research as a formative and interactive virtual environment designed to strengthen inclusive pedagogical practices and support future training

actions within the school context. The results indicate that the systematization of formative- theoretical content, combined with the use of the EducaInclusão platform, contributes to

expanding teachers’ knowledge, strengthening inclusive pedagogical practices, and promoting more equitable and diversity-sensitive learning.