A medicalização do TDAH em crianças: considerações de professores da educação básica sobre as características que definem o transtorno
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Data
2019-05-03
Autores
Vollet, Fernanda [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é um tema atual que pode interferir no ambiente escolar, principalmente pelos efeitos que pode ocasionar. Quando suas características não são devidamente conhecidas e identificadas, a criança pode sofrer prejuízos, afetando seu desempenho cognitivo, emocional e social, na escola, na família e com seus pares. As transformações do mundo moderno expõem as crianças a uma grande variedade de estímulos. E ao se depararem com o ambiente escolar, muitos comportamentos ou características infantis podem ser confundidos com o real diagnóstico de TDAH. O grande aumento de diagnósticos desse transtorno em crianças em idade escolar resultou no aumento considerável de medicalização nos últimos anos. Nessa perspectiva de mudanças socioculturais, destaca-se a importância da família na formação afetiva e moral da criança, pois a estrutura familiar proporciona melhorias no desenvolvimento psicológico, como segurança, controle emocional e autoestima. O objetivo deste trabalho foi conhecer as concepções dos docentes de uma escola da Rede Municipal de Educação em São José do Rio Preto-SP sobre as características comportamentais de crianças que indicam a presença do transtorno e sobre a medicalização em alunos na instituição. Foi realizado um levantamento do número de diagnósticos de TDAH e o registro de medicalização utilizada pelas crianças em idade escolar na instituição. Como fundamento para a pesquisa, foi realizado um levantamento bibliográfico de autores nas áreas de educação e psicologia, procurando contextualizar o tema, esclarecer suas definições, além de caracterizar o Transtorno de Déficit de Atenção/ Hiperatividade (TDAH) e o processo de medicalização em crianças na idade escolar. Tendo em vista a formação de professores, que são responsáveis pela maioria dos encaminhamentos de alunos para a ajuda especializada, buscou-se identificar também nesta pesquisa a concepção dos professores da Unidade Escolar sobre o TDAH. Desta forma, esta dissertação visa colaborar na compreensão do processo de medicalização do TDAH, destacando a necessidade de alternativas para que as crianças diagnosticadas com esse transtorno tenham uma avaliação, acompanhamento e escolarização adequados.
Attention Deficit Hyperactivity Disorder (ADHD) is a current topic that can interfere with the school environment, mainly due to its effects. When their characteristics are not properly known and identified, the child can suffer damages, affecting their cognitive, emotional and social performance, at school, in the family and with their peers. The transformations of the modern world expose children to a wide variety of stimuli. And when faced with the school environment, many behaviors or characteristics of children may be confused with the actual diagnosis of ADHD. The large increase in diagnoses of this disorder in school-aged children results in a considerable increase in medicalization recently. In this perspective of sociocultural changes, the importance of the family in the affective and moral formation of the child stands out, since the family structure provides improvements in the psychological development, as security, emotional control and self-esteem. The objective of this work was to know the conceptions of the teachers of a school of the Municipal Education Network in São José do Rio Preto-SP on behavioral characteristics of children that indicate the presence of the disorder and on the medicalization in students in the institution. A survey was made of the number of ADHD diagnoses and the medical record used by school-age children at the institution. As a basis for this research, a bibliographic survey of authors in the areas of education and psychology was carried out, seeking to contextualize the theme, clarify its definitions and characterize Attention Deficit Hyperactivity Disorder (ADHD) and the process of medicalization in children at age school. Considering the training of teachers, who are responsible for most of the referrals of students to the specialized help, we also sought to identify in this research the conception of this School’s teachers on ADHD, in this way, this dissertation aims to collaborate in understanding the process of medicalization of ADHD and the need for alternatives so that the children diagnosed with this disorder have adequate evaluation, monitoring and schooling.
Attention Deficit Hyperactivity Disorder (ADHD) is a current topic that can interfere with the school environment, mainly due to its effects. When their characteristics are not properly known and identified, the child can suffer damages, affecting their cognitive, emotional and social performance, at school, in the family and with their peers. The transformations of the modern world expose children to a wide variety of stimuli. And when faced with the school environment, many behaviors or characteristics of children may be confused with the actual diagnosis of ADHD. The large increase in diagnoses of this disorder in school-aged children results in a considerable increase in medicalization recently. In this perspective of sociocultural changes, the importance of the family in the affective and moral formation of the child stands out, since the family structure provides improvements in the psychological development, as security, emotional control and self-esteem. The objective of this work was to know the conceptions of the teachers of a school of the Municipal Education Network in São José do Rio Preto-SP on behavioral characteristics of children that indicate the presence of the disorder and on the medicalization in students in the institution. A survey was made of the number of ADHD diagnoses and the medical record used by school-age children at the institution. As a basis for this research, a bibliographic survey of authors in the areas of education and psychology was carried out, seeking to contextualize the theme, clarify its definitions and characterize Attention Deficit Hyperactivity Disorder (ADHD) and the process of medicalization in children at age school. Considering the training of teachers, who are responsible for most of the referrals of students to the specialized help, we also sought to identify in this research the conception of this School’s teachers on ADHD, in this way, this dissertation aims to collaborate in understanding the process of medicalization of ADHD and the need for alternatives so that the children diagnosed with this disorder have adequate evaluation, monitoring and schooling.
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Palavras-chave
Transtorno de déficit de atenção/hiperatividade, Ritalina, Aprendizagem escolar, Comportamento infantil, Attention deficit / hyperactivity disorder, Ritalin, School learning, Childish behaviour