Geografia escolar e possibilidades metodológicas: uma análise de como trabalham professores que lecionam conteúdos geográficos para crianças com TDAH

Abstract

Including students with Attention Deficit Hyperactivity Disorder (ADHD) requires specific pedagogical strategies. Teaching geography enables children to read, analyze, and interpret space and its social relationships, in addition to developing critical thinking, problem-solving, and spatial organization. Implementing inclusive practices enriches the learning environment for all students and promotes a more equitable space. This study investigates the teaching strategies used by teachers when teaching Geography classes to students with ADHD in the early years of Elementary School in Lagoa de Pedras/RN. The research seeks to understand how teachers adapt their methodologies and offers valuable insights for the continuing education of teachers, filling gaps in the local academic literature. The work is divided into two sections: the first based on bibliographic and documentary research, and the second on field research of the interview type, both with a qualitative approach. It is concluded that the teaching strategies are focused on learning to read and write, without emphasizing specific knowledge of Geography. The teachers' responses were generic, without details or specific examples, and were not fully aligned with expectations. Although they used the textbook and adapted activities to meet the student's level of development, they tended to treat the topics in isolation, without highlighting their interrelationships, and the observed classes did not encourage students to develop essential skills for spatial understanding.