ADHD at school: a study on interaction rituals among students

Detalhes bibliográficos
Autor(a) principal: Wuo, Andrea Soares
Data de Publicação: 2023
Outros Autores: Marques, Luiza Nunes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/21382
Resumo: This research aimed to understand how the interaction rituals between a child with Attention Deficit Hyperactivity Disorder (ADHD) and their peers are established in a municipal public school in the area named Médio Vale do Itajaí, Santa Catarina, Brazil. The research, with a qualitative approach, was characterized as a case study based on participant observation of everyday school life and informal conversations with the children of the classroom. The results showed that the interaction rituals are manifested by alliance coalition and conflict. The first, marked by an emotional charge of solidarity among peers, contributes to the child’s sense of belonging to the group and to the school. These interaction rituals, characterized by games, collaborative attitudes and complicity, strengthen the inclusion of children with ADHD in school. Conversely, conflict coalitions, marked by misunderstandings and confrontations, cause the rupture of chains of interactions, leading to feelings of dissatisfaction and exclusion. Keywords: Interaction rituals. School. ADHD.
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spelling ADHD at school: a study on interaction rituals among studentsTDAH en la escuela: un estudio sobre los rituales de interacción entre estudiantesTDAH na escola: um estudo sobre os rituais de interação entre estudantesThis research aimed to understand how the interaction rituals between a child with Attention Deficit Hyperactivity Disorder (ADHD) and their peers are established in a municipal public school in the area named Médio Vale do Itajaí, Santa Catarina, Brazil. The research, with a qualitative approach, was characterized as a case study based on participant observation of everyday school life and informal conversations with the children of the classroom. The results showed that the interaction rituals are manifested by alliance coalition and conflict. The first, marked by an emotional charge of solidarity among peers, contributes to the child’s sense of belonging to the group and to the school. These interaction rituals, characterized by games, collaborative attitudes and complicity, strengthen the inclusion of children with ADHD in school. Conversely, conflict coalitions, marked by misunderstandings and confrontations, cause the rupture of chains of interactions, leading to feelings of dissatisfaction and exclusion. Keywords: Interaction rituals. School. ADHD.Esta investigación tuvo como objetivo comprender cómo se establecen los rituales de interacción entre un estudiante con Trastorno de Déficit de Atención con Hiperactividad (TDAH) y sus colegas de una escuela pública municipal del Medio Vale do Itajaí, Santa Catarina, Brasil. La investigación, de enfoque cualitativo, se caracterizó como un estudio de caso realizado a partir de observación participante del cotidiano escolar y conversaciones informales con los niños de la clase. Los resultados mostraron que los rituales de interacción se manifiestan por coalición de alianza y de conflicto. La primera, marcada por una carga emocional de solidaridad entre los colegas, contribuye al sentimiento de pertenencia del niño al grupo y a la escuela. Esos rituales de interacción, caracterizados por juegos, actitudes de colaboración y complicidad, fortalecen la inclusión de los niños con TDAH en la escuela. Por otro lado, las coaliciones de conflicto, marcadas por desentendidos y confrontaciones, provocan la ruptura de cadenas de interacciones, conllevando sentimientos de descontento y exclusión. Palabras clave: Rituales de interacción. Escuela. TDAH.Esta pesquisa teve como objetivo compreender como se estabelecem os rituais de interação entre um estudante com Transtorno do Déficit de Atenção com Hiperatividade (TDAH) e seus colegas de uma escola pública municipal do Médio Vale do Itajaí, Santa Catarina. A pesquisa, de abordagem qualitativa, caracterizou-se como um estudo de caso realizado a partir de observação participante do cotidiano escolar e conversas informais com as crianças da turma. Os resultados mostraram que os rituais de interação se manifestam por coalização de aliança e de conflito. A primeira, marcada por uma carga emocional de solidariedade entre os colegas, contribui para o sentimento de pertença da criança ao grupo e à escola. Esses rituais de interação, caracterizados por brincadeiras, atitudes colaborativas e cumplicidade, fortalecem a inclusão da criança com TDAH na escola. Já as coalizões de conflito, marcadas por desentendimentos e confrontos, provocam a ruptura de cadeias de interações, levando sentimentos de descontamento e exclusão. Palavras-chave: Rituais de interação. Escola. TDAH.Universidade Estadual de Ponta Grossa2023-08-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2138210.5212/PraxEduc.v.18.21382.077Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-14Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-14Práxis Educativa; V. 18 (2023): Publicação contínua; 1-14Práxis Educativa; v. 18 (2023): Publicação contínua; 1-141809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/21382/209209217865https://revistas.uepg.br/index.php/praxiseducativa/article/view/21382/209209217990Copyright (c) 2023 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessWuo, Andrea SoaresMarques, Luiza Nunes2023-09-21T19:59:04Zoai:uepg.br:article/21382Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-09-21T19:59:04Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv ADHD at school: a study on interaction rituals among students
TDAH en la escuela: un estudio sobre los rituales de interacción entre estudiantes
TDAH na escola: um estudo sobre os rituais de interação entre estudantes
title ADHD at school: a study on interaction rituals among students
spellingShingle ADHD at school: a study on interaction rituals among students
Wuo, Andrea Soares
title_short ADHD at school: a study on interaction rituals among students
title_full ADHD at school: a study on interaction rituals among students
title_fullStr ADHD at school: a study on interaction rituals among students
title_full_unstemmed ADHD at school: a study on interaction rituals among students
title_sort ADHD at school: a study on interaction rituals among students
author Wuo, Andrea Soares
author_facet Wuo, Andrea Soares
Marques, Luiza Nunes
author_role author
author2 Marques, Luiza Nunes
author2_role author
dc.contributor.author.fl_str_mv Wuo, Andrea Soares
Marques, Luiza Nunes
description This research aimed to understand how the interaction rituals between a child with Attention Deficit Hyperactivity Disorder (ADHD) and their peers are established in a municipal public school in the area named Médio Vale do Itajaí, Santa Catarina, Brazil. The research, with a qualitative approach, was characterized as a case study based on participant observation of everyday school life and informal conversations with the children of the classroom. The results showed that the interaction rituals are manifested by alliance coalition and conflict. The first, marked by an emotional charge of solidarity among peers, contributes to the child’s sense of belonging to the group and to the school. These interaction rituals, characterized by games, collaborative attitudes and complicity, strengthen the inclusion of children with ADHD in school. Conversely, conflict coalitions, marked by misunderstandings and confrontations, cause the rupture of chains of interactions, leading to feelings of dissatisfaction and exclusion. Keywords: Interaction rituals. School. ADHD.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/21382
10.5212/PraxEduc.v.18.21382.077
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/21382
identifier_str_mv 10.5212/PraxEduc.v.18.21382.077
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/21382/209209217865
https://revistas.uepg.br/index.php/praxiseducativa/article/view/21382/209209217990
dc.rights.driver.fl_str_mv Copyright (c) 2023 Práxis Educativa
https://creativecommons.org/licenses/by/4.0
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rights_invalid_str_mv Copyright (c) 2023 Práxis Educativa
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-14
Práxis Educativa; Vol. 18 (2023): Publicação contínua; 1-14
Práxis Educativa; V. 18 (2023): Publicação contínua; 1-14
Práxis Educativa; v. 18 (2023): Publicação contínua; 1-14
1809-4309
1809-4031
reponame:Práxis Educativa (Online)
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reponame_str Práxis Educativa (Online)
collection Práxis Educativa (Online)
repository.name.fl_str_mv Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)
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