The Contribution of the Psychopedagogue to the Learning of Students with ADHD
The Contribution of the Psychopedagogue to the Learning of Students with ADHD
DOI:
https://doi.org/10.51473/rcmos.v1i1.2025.931Keywords:
Psychopedagogue. Educating. ADHD.Abstract
The article deals with the contribution of the psychopedagogist to the learning of the educational with adhd, aiming to understand the importance of the guidance and intervention of the psychopedagogue, in the teaching and learning process of the student, as well as understanding what the ADHD disorder is, its characteristics and causes, it also seeks to clarify the importance of the psychopedagogue to assist in the learning, social and emotional relationships of students with ADHD, which does not happen easily, nor without the help of a professional, it is the psychopedagogue who will provide guidance, pedagogical strategies , which will facilitate and help both the student with ADHD, as well as the professionals and the family who play a fundamental role. The study justifies that this research was born from the need to understand causes, when it starts, symptoms, treatment and professionals who can help in overcoming or improving symptoms. To support this study, we sought to base it on several theorists such as: The study was based on the authors: Dumas (2011), Rotta (2006), Silveira (2016), among others. The method used was based on bibliographic analysis, involving consultation of several existing sources, including articles, monographs, dissertations and chapters of books and websites that addressed the topic in question. The methodology used was bibliographical research. In view of the readings, it is concluded that theorists have a very thematic and reflective look at the subject addressed, as well as showing practical ways of acting and intervening in the difficulties encountered in the environment in which students with ADHD are inserted, showing how professionals can contribute to significant learning.
Downloads
References
ASSOCIAÇÃO BRASILEIRA DO DÉFICIT DE ATENÇÃO, 2016. Disponível em:
<https://tdah.org.br/.> Acesso em: 24 set 2023
BRZOZOOWSKIL, F. S., & SANDRA, C. A. (2009). Transtorno de déficit de atenção
com hiperatividade: classificação e classificados. Physis: Revista de Saúde Coletiva. Disponível em: <https://www.scielosp.org/article/physis/2009.v19n4/1165-1187/>. Acesso em:25 set. 2023. DOI: https://doi.org/10.1590/S0103-73312009000400014
CALIMAN, Luciana Vieira. O TDAH: Entre as funções, disfunções e otimização da atenção. Psicologia em Estudo, Maringá, v. 13, n. 3, p. 559-566, Acesso em: 23 set. 2023 DOI: https://doi.org/10.1590/S1413-73722008000300017
CALIMAN, L. V. (2010). Notas sobre a história oficial do transtorno do déficit de atenção/hiperatividade TDAH. Psicologia Ciência, 30(1). DOI: https://doi.org/10.1590/S1414-98932010000100005
https://www.scielo.br/j/pcp/a/K7H6cvLr349XXPXWsmsWJQq/?lang=pt Acesso em: 23 set. 2023
DUMAS, J. E. Psicopatologia da infância e da adolescência. (3a ed.). Porto Alegre: Artmed. 2011.
MAMEDE NEVES, M.A. Psicopedagogia: Um só termo e muitas significações. 21 ª ed. São Paulo: Revista da ABBPp, V.10, 10 Semestre, 1991.
MATTOS, P.; BOURBON, S.; FIEL, L. Educação Infantil A criança e o TDA/H- Transtorno do Déficit de Atenção e Hiperatividade. Viçosa-MG, 2006.
MATTOS, P. Entrevista no Programa De frente com Gabi em 5 de setembro de 2010. Disponível em: <http://www.youtube.com/watch?v=rIGRxns7q2k>. Acesso em: 23 set.2023.
PINA, Ione Lima et al. Avaliação de uma intervenção pedagógica na aprendizagem de crianças com Transtorno de Déficit de Atenção e Hiperatividade – TDAH – no âmbito das políticas públicas do Estado do Pará. Ensaio: Avaliação e Políticas Públicas em Educação, 18, n. 66, 2010. DOI: https://doi.org/10.1590/S0104-40362010000100005
RIZZO, G. Educação Pré-Escolar. 3. Ed. Rio de Janeiro: Francisco Alves, 1985.
ROTTA NT. Dificuldades para a aprendizagem. In: Rotta NT, Ohlweiler L, Riesgo R, eds. Transtornos da aprendizagem: abordagem neurobiológica e multidisciplinar. Porto Alegre: Artmed; 2006.
SILVA, B. B. Mentes inquietas: entendendo melhor o mundo das pessoas distraídas, impulsivas e hiperativas. São Paulo: Editora Gente, 2003.
SILVEIRA,Rafael da A Atividade Psicopedagógica Em Organizações Não-
Governamentais , Revista Práxis Pedagógica: v. 2 n. 3 (2019): Programa de Pós-Graduação Mestrado Acadêmico em Educação.
STROH, Juliana Bielawski. TDAH – diagnóstico psicopedagógico e suas intervenções através da Psicopedagogia e da Arteterapia. Construção Psicopedagógica, São Paulo, v. 18, n. 17, 2010.
TOPAZEWSKI, A. Hiperatividade: como lidar? São Paulo: Casa do Psicólogo, 1999.
Downloads
Additional Files
Published
Issue
Section
Categories
License
Copyright (c) 2025 Fernanda de Oliveira Barcelos, Robertha Pinho Campelo, Mônaco Gomes de Araújo, Raquel Arruda de Oliveira (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
This work is licensed under the Creative Commons Attribution 4.0 International License (CC BY 4.0). This means you are free to:
- Share — copy and redistribute the material in any medium or format.
- Adapt — remix, transform, and build upon the material for any purpose, even commercially.
The use of this material is conditioned upon proper attribution to the original author(s), providing a link to the license, and indicating if changes were made. The license does not require permission from the author or the publisher as long as these conditions are met.
The Creative Commons license logo is displayed permanently in the footer of the journal.
The copyright of the manuscript can be retained by the authors without restrictions and can be requested at any time, even after publication in the journal.
How to Cite
