Transtorno de déficit de atenção e hiperatividade (TDAH) no ensino de ciências e biologia em trabalhos publicados no repositório da UTFPR

Abstract

This research aimed to understand how Attention Deficit Hyperactivity Disorder (ADHD) has been addressed in academic productions related to Biology teaching, published in the Institutional Repository of the Federal University of Technology – Paraná (UTFPR). The study is justified by the need to strengthen inclusive pedagogical practices that consider the specificities of students with ADHD, who frequently face challenges related to attention, impulsivity, and organization — factors that may directly compromise their learning process in Science and Biology classes. The methodology adopted is qualitative and interpretative, based on Textual Discursive Analysis (TDA) based on Moraes and Galiazzi (2013). Final undergraduate papers available in the UTFPR repository that address ADHD in the educational context, specifically in the teaching of Science and Biology, were selected and analyzed. Through the processes of impregnation, creation of meaning units, and formation of emergent categories, three categories were identified: (1) adapted materials contribute to the learning of students with ADHD; (2) lack of teacher training for teaching students with ADHD; and (3) guidelines advocate individualized practices and actions for students with ADHD. The results show that although there are advances and initiatives aimed at adapting materials and methodologies, significant gaps persist in teacher training and in scientific production, especially concerning Biology teaching. It was also found that the use of playful and digital resources, combined with differentiated pedagogical strategies, supports inclusion and enhances learning when intentionally and contextually planned. It is concluded that expanding the discussion on ADHD in the training of Biology teachers and encouraging research that proposes inclusive practices are essential actions for building a more equitable, participatory, and cognitively sensitive education.