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A Perturbação de Hiperatividade e Défice de Atenção e o Percurso Escolar: Perceções de Professores do 1º e 2º Ciclos sobre Estratégias e Inclusão
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O presente trabalho enquadra-se no domínio da educação inclusiva, centrandose na análise do impacto da Perturbação de Hiperatividade e Défice de Atenção (PHDA) no percurso escolar de alunos do Ensino Básico, tendo sido desenvolvido em 2025.Com base numa abordagem qualitativa, de natureza exploratória e descritiva, participaram na investigação oito professores do 1.º e 2.º Ciclos do Ensino Básico. A recolha de dados foi realizada através de entrevistas semiestruturadas, com o objetivo de compreender as perceções dos docentes acerca desta perturbação, identificar os desafios enfrentados no contexto educativo, bem como as estratégias implementadas em sala de aula e as necessidades formativas sentidas para um melhor apoio aos alunos com PHDA. A análise de conteúdo das entrevistas permitiu identificar padrões de resposta e práticas pedagógicas comuns. Os resultados evidenciam a importância de uma formação mais aprofundada sobre a PHDA, a necessidade de recursos humanos especializados e a valorização do trabalho colaborativo entre docentes e outros profissionais de educação. Este trabalho contribui, assim, para a reflexão sobre práticas educativas inclusivas e para o reforço de respostas pedagógicas mais ajustadas às necessidades específicas destes alunos.
The present study is framed within the field of inclusive education, focusing on analyzing the impact of Attention Deficit Hyperactivity Disorder (ADHD) on the educational pathway of students in Primary Education, and was conducted in 2025. Based on a qualitative approach of an exploratory and descriptive nature, eight teachers from the 1st and 2nd cycles of Primary Education participated in the research. Data were gathered through semi-structured interviews with the aim of exploring teachers’ perceptions of the disorder, identifying the challenges they face in educational settings, as well as the strategies they implement in the classroom, and the professional development needs they perceive as necessary to better support students with ADHD. Through content analysis of the interviews, it was possible to identify recurring response patterns and shared pedagogical practices. The results highlight the importance of more in-depth training on ADHD, the need for specialized human resources, and the value of collaborative work among teachers and other education professionals. This study thus contributes to reflection on inclusive educational practices and to strengthening pedagogical responses that are better adapted to the specific needs of these students.
The present study is framed within the field of inclusive education, focusing on analyzing the impact of Attention Deficit Hyperactivity Disorder (ADHD) on the educational pathway of students in Primary Education, and was conducted in 2025. Based on a qualitative approach of an exploratory and descriptive nature, eight teachers from the 1st and 2nd cycles of Primary Education participated in the research. Data were gathered through semi-structured interviews with the aim of exploring teachers’ perceptions of the disorder, identifying the challenges they face in educational settings, as well as the strategies they implement in the classroom, and the professional development needs they perceive as necessary to better support students with ADHD. Through content analysis of the interviews, it was possible to identify recurring response patterns and shared pedagogical practices. The results highlight the importance of more in-depth training on ADHD, the need for specialized human resources, and the value of collaborative work among teachers and other education professionals. This study thus contributes to reflection on inclusive educational practices and to strengthening pedagogical responses that are better adapted to the specific needs of these students.
Descrição
Palavras-chave
PHDA percurso escolar professores inclusão necessidades educativas especiais práticas pedagógicas ADHD educational pathway teachers inclusion special educational needs pedagogical practic
Contexto Educativo
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Licença CC
Sem licença CC