A criança com TDAH na escola: fracasso escolar ou uma maneira singular de relação com o saber?

• Autor(a) principal: Silva, Marilete Geralda da
• Data de Publicação: 2005
• Outros Autores: Lins, Sylvie Ghislaine Delacours Soares
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/15218
• topic: TDAH; Fracasso escolar; Relação com o saber; Leitura positiva

ADHD is the acronym of the Attention Deficit/Hyperativity Disorder. It is considered by the Diagnosis and Statistical Manual of Mental Diseases (DSM-IV,1995) as a problem of mental health. Its symptoms appear in the beginning of the children's development and it becomes more serious in the beginning of their schoollife. Its manifestations vary according to the individual's age group and there is a great interference in their adaptation and school performance, which collaborate for their failures in this context. We believe it is not sufficient a neurological and psychiatric approach, to comprehend the problems that these individuals may present at school and we defend a new reading of the children's failure situation presenting ADHA under a school contexto a reading that may remove the emphasis of their lacks and deficiencies, which can be either neurological or social and cultural ones, and it may identify their competencies (Perrenoud, 2000). Furthermore, it may comprehend the children's and teacher's activities, and a reflexion on what is not working. A reading which Charlot (2000) named "positive".