O letramento e os desafios de práticas inclusivas à pessoa com TDAH: um estudo de caso da aluna do ensino médio do Instituto Federal do Amapá – IFAP, campus Macapá

Abstract

Attention Deficit Hyperactivity Disorder - TDAH goes through moments of achievements after the approval of Law 14,254/ 21, making crucial the search to understand the inclusive construction in the educational space, regarding the reading of people who have this specificity. This study aims to understand how the process of inclusion involving the Literacy and its variations in the school environment, students with TDAH. The research took place from a case study, exploratory and descriptive and qualitative nature, to a student of the 3rd grade of high school, of the technical course in Buildings, the Federal Institute of Amapá - IFAP, campus Macapá. The stages of the research included a survey of bibliographic references, data and records of students with TDAH in the institution-field, on-site observations, with monitoring of research subjects in Portuguese language classes, collection and analysis of data generated. It was observed that this specificity is little argued in the school context, and the lack of science about the research context ends up generating difficulties not only to the student but also to the teacher during the process of reading. Without the involvement of the school, teachers and family it is impossible to include this student and guarantee an effective reading. Accordingly, we believe that this research can change the way of facing the process of reading and training of readers with TDAH and open discussions and debates on the subject, so important for the development of inclusive practices in the classroom space.