O ensino de língua portuguesa para alunos com TDAH: uma revisão sistemática de literatura

Abstract

The Attention Deficit Hyperactivity Disorder – ADHD is present in the global reality and especially in the school environment, bringing with it myths and doubts about the topic, as well as evidence of the difficulties present in the daily classroom routine. Based on the discussions held in the research group LILAS meetings, it was possible to obtain broader information about research lines that required attention in scientific studies. This study aims to conduct a systematic literature review on the teaching of the Portuguese language to students with ADHD. The objective is to investigate effective strategies applied to teaching the subject, analyzing research published between 2014 and 2024 in the repositories of IFAP, UNIFAP, and UEAP and their respective journals, starting from the research question: what teaching strategies for the Portuguese language are effective for students with ADHD according to the scientific literature? The methodology used follows strict inclusion and exclusion criteria, employing specific descriptors for the selection of studies. The results highlight that students with ADHD face difficulties in reading, interpretation, and textual production, which are worsened by the lack of methodological adaptations. The study also emphasizes the importance of teacher training, pedagogical support, and family participation in the teaching-learning process. The most effective strategies include methodological adaptations, individualized teaching, psychological support, and encouragement of early diagnosis. It is concluded that the pedagogical approach should be more inclusive and dynamic, considering the particularities of students with ADHD, and that teacher training is essential to minimize the challenges faced by these students.