Transtorno do déficit de atenção e hiperatividade infantil (TDAH): trabalho com jogos e materiais manuseáveis

• Autor(a) principal: MOTA, Eliane Fonseca Campos
• Data de Publicação: 2010
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/001300000brjc
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tde/542
• topic: TDAH; Jogos e materiais manuseáveis; Intervenção pedagógica; 1.TDAH 2.Contextos 3.Jogos e materiais manuseáveis; TDAH; games and manipulative materials; pedagogical intervention; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Treats yourself a qualitative research with the main goal of analyzing the effectiveness of pedagogical activities ruled in the use of the games and materials manipulate for the development of attention concentration, reasoning, and socialization of children with TDAH diagnosis of who study in public schools of the Local authority of Ipameri-GO. To reach the proposed objectives was necessary to spoon informations in the familiar and school context of the children who constituted the subjects of research. Participated in the investigation from the initial stage of data collection 05 children diagnosis with TDAH and 05 children without the diagnosis. To the collection of the data four steps were developed: interview the managers of the schools involved in the search, interview to parents, observations in classroom, realization of workshops and materials with games manipulative. For both, was necessary seek theoretical referential systems that gave support the understanding of TDAH, the importance of contexts and school interventions and the pedagogical possibilities of games and materials manipulative. The theoretical basis used colaborated to the choice of games and materials manipulative and contributed to the previous planning of pedagogical activities and interventions. Four games (game of the forms, Uno, catch-rods, Ouri) and four manipulative materials (tangram, origami, pentamino, polyhedrons of straws) were worked in the workshops. The data revealed contributions and limitations. The workshops so general, revealed conflicts, dialogues, friendships, the conception of the others and of themselves, argumentations, sundry feelings, curiosity, interest and mainly contributions in the area of the attention, concentration, reasoning, selfconfidence and persistence. The workshops allowed the children comprehend the rules of the games and served still to demystify who whole pedagogical activity proposed by the idealizer, trough games and materials manipulative, it's pleasant in the player's perspective. In this dynamic, the intervention arose as a potentiator force for obtaining in the contributions above cited, but on the other hand, its contribution was subtle when this was to developing social skills.