ADHD at school: a study on interaction rituals among students
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | |
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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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 |
format |
article |
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 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Práxis Educativa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
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) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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