Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts

Detalhes bibliográficos
Autor(a) principal: Flores, Jeane Coelho
Data de Publicação: 2021
Outros Autores: Pedroso, Luciana Vargas, Puntel, Robson Luiz, Folmer, Vanderlei
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/17170
Resumo: The learning of children with ADHD in Elementary School I is presented as the theme of this study. The objective is to analyze scientific studies published between 2016 and 2021, which present contributions on the disorder and on the child's teaching-learning process in school and family environments. To meet the objective, a qualitative and exploratory research was carried out through a systematic literature review that identified the largest number of results in the Google Scholar Database and after applying the inclusion and exclusion criteria, 21 articles remained for analysis. Among the results found, the constant changes in the name of the disorder stand out, the differences regarding the types of disorder and the perceptions of authors about the existence or not of it, in addition to a reflection on the inclusion or exclusion of children with ADHD. It is considered that the study provided a greater understanding of the disorder and how these children learn, in addition to being relevant to emphasize different methodologies and activities, both in the school and in the family environment.
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spelling Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contextsContribuciones sobre el Trastorno por Déficit de Atención con Hiperactividad (TDAH) y el proceso de enseñanza-aprendizaje de niños de Primaria en contextos escolares y familiaresContributos sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) e o processo ensino-aprendizagem da criança do Ensino Fundamental I nos contextos escolar e familiarLearningFamilyADHD.AprendizajeFamiliaTDAH.AprendizagemFamíliaTDAH.The learning of children with ADHD in Elementary School I is presented as the theme of this study. The objective is to analyze scientific studies published between 2016 and 2021, which present contributions on the disorder and on the child's teaching-learning process in school and family environments. To meet the objective, a qualitative and exploratory research was carried out through a systematic literature review that identified the largest number of results in the Google Scholar Database and after applying the inclusion and exclusion criteria, 21 articles remained for analysis. Among the results found, the constant changes in the name of the disorder stand out, the differences regarding the types of disorder and the perceptions of authors about the existence or not of it, in addition to a reflection on the inclusion or exclusion of children with ADHD. It is considered that the study provided a greater understanding of the disorder and how these children learn, in addition to being relevant to emphasize different methodologies and activities, both in the school and in the family environment.El aprendizaje de los niños con TDAH en la Escuela Primaria I se presenta como tema de este estudio. El objetivo es analizar los estudios científicos publicados entre 2016 y 2021, que presentan contribuciones sobre el trastorno y sobre el proceso de enseñanza-aprendizaje de los niños en entornos escolares y familiares. Para cumplir con el objetivo, se realizó una investigación cualitativa y exploratoria a través de una revisión sistemática de la literatura que identificó la mayor cantidad de resultados en la Base de Datos Google Scholar y luego de aplicar los criterios de inclusión y exclusión, quedaron 21 artículos para el análisis. Entre los resultados encontrados destacan los constantes cambios en la denominación del trastorno, las diferencias en cuanto a los tipos de trastorno y las percepciones de los autores sobre la existencia o no del mismo, además de una reflexión sobre la inclusión o exclusión de los niños con TDAH. Se considera que el estudio proporcionó una mayor comprensión del trastorno y cómo aprenden estos niños, además de ser relevante para enfatizar diferentes metodologías y actividades, tanto en el ámbito escolar como en el familiar.A aprendizagem da criança com TDAH no Ensino Fundamental I apresenta-se como tema desse estudo. O objetivo consiste em analisar estudos científicos publicados entre 2016 e 2021, que apresentem contribuições sobre o transtorno e sobre o processo ensino-aprendizagem da criança nos ambientes escolar e familiar. Para atender o objetivo foi realizada uma pesquisa de abordagem qualitativa e exploratória feita através de revisão sistemática de literatura que identificou na Base de Dados do Google Scholar o maior número de resultados e após aplicação dos critérios de inclusão e exclusão, restaram 21 artigos para análise. Dentre os resultados encontrados, destacam-se as constantes mudanças de nome do transtorno, as diferenciações a respeito dos tipos de transtorno e as percepções de autores sobre a existência ou não do mesmo, além de uma reflexão sobre a inclusão ou exclusão da criança com TDAH. Considera-se que o estudo proporcionou uma maior compreensão a respeito do transtorno e de como se dá a aprendizagem dessas crianças, além de ser relevante dar ênfase a metodologias e atividades diferenciadas, tanto no âmbito escolar, quanto no familiar.Research, Society and Development2021-07-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1717010.33448/rsd-v10i8.17170Research, Society and Development; Vol. 10 No. 8; e21610817170Research, Society and Development; Vol. 10 Núm. 8; e21610817170Research, Society and Development; v. 10 n. 8; e216108171702525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/17170/15456Copyright (c) 2021 Jeane Coelho Flores; Luciana Vargas Pedroso; Robson Luiz Puntel; Vanderlei Folmerhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFlores, Jeane CoelhoPedroso, Luciana VargasPuntel, Robson Luiz Folmer, Vanderlei2021-08-21T18:46:59Zoai:ojs.pkp.sfu.ca:article/17170Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:37:33.896773Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
Contribuciones sobre el Trastorno por Déficit de Atención con Hiperactividad (TDAH) y el proceso de enseñanza-aprendizaje de niños de Primaria en contextos escolares y familiares
Contributos sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH) e o processo ensino-aprendizagem da criança do Ensino Fundamental I nos contextos escolar e familiar
title Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
spellingShingle Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
Flores, Jeane Coelho
Learning
Family
ADHD.
Aprendizaje
Familia
TDAH.
Aprendizagem
Família
TDAH.
title_short Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
title_full Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
title_fullStr Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
title_full_unstemmed Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
title_sort Contributions on Attention Deficit Hyperactivity Disorder (ADHD) and the teaching-learning process of Elementary School children in school and family contexts
author Flores, Jeane Coelho
author_facet Flores, Jeane Coelho
Pedroso, Luciana Vargas
Puntel, Robson Luiz
Folmer, Vanderlei
author_role author
author2 Pedroso, Luciana Vargas
Puntel, Robson Luiz
Folmer, Vanderlei
author2_role author
author
author
dc.contributor.author.fl_str_mv Flores, Jeane Coelho
Pedroso, Luciana Vargas
Puntel, Robson Luiz
Folmer, Vanderlei
dc.subject.por.fl_str_mv Learning
Family
ADHD.
Aprendizaje
Familia
TDAH.
Aprendizagem
Família
TDAH.
topic Learning
Family
ADHD.
Aprendizaje
Familia
TDAH.
Aprendizagem
Família
TDAH.
description The learning of children with ADHD in Elementary School I is presented as the theme of this study. The objective is to analyze scientific studies published between 2016 and 2021, which present contributions on the disorder and on the child's teaching-learning process in school and family environments. To meet the objective, a qualitative and exploratory research was carried out through a systematic literature review that identified the largest number of results in the Google Scholar Database and after applying the inclusion and exclusion criteria, 21 articles remained for analysis. Among the results found, the constant changes in the name of the disorder stand out, the differences regarding the types of disorder and the perceptions of authors about the existence or not of it, in addition to a reflection on the inclusion or exclusion of children with ADHD. It is considered that the study provided a greater understanding of the disorder and how these children learn, in addition to being relevant to emphasize different methodologies and activities, both in the school and in the family environment.
publishDate 2021
dc.date.none.fl_str_mv 2021-07-12
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://rsdjournal.org/index.php/rsd/article/view/17170
10.33448/rsd-v10i8.17170
url https://rsdjournal.org/index.php/rsd/article/view/17170
identifier_str_mv 10.33448/rsd-v10i8.17170
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/17170/15456
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 8; e21610817170
Research, Society and Development; Vol. 10 Núm. 8; e21610817170
Research, Society and Development; v. 10 n. 8; e21610817170
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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