Freitas, Alessandra Cardozo deSilva, Gisely do Amaral2025-07-222025-07-222025-07-09SILVA, Gisely do Amaral. Leitura, livro ilustrado e crianças com TDAH: uma janela a partir de Ernesto. 2025. 43 f. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Natal, 2025.https://repositorio.ufrn.br/handle/123456789/64804This end-of-course paper deals with the relationship between reading and Attention Deficit Hyperactivity Disorder (ADHD). The interest in developing it stems from personal and professional experiences with children who have global development disorders. Its main objective is to analyze the illustrated book Ernesto (Blandina and Lollo, 2016), in order to highlight the possibilities for children with ADHD to identify with its reading. Specifically, it aims to: a) study the main character of the book Ernesto (Franco and Lollo, 2016), considering the verbal and visual narrative and b) reflect on the thematic, textual and graphic quality of the book. It takes a qualitative, bibliographical and analytical approach. To support the analysis, the study draws on the theoretical and methodological reflections of renowned authors such as Amarilha (2000), Cândido (1995), Colomer (2007), Zilberman (2005), Bajard (2007), Coelho (2000), Souza (2011) and Cavalcante (2018), among others. The analysis of the book Ernesto showed how reading fictional and illustrated narratives can lead to aesthetic identification through the verbal text and illustrations, allowing children with ADHD to recognize the book as windows, sliding doors and mirrors. Its theme and the way the plot develops are carefully chosen.pt-BRAttribution 3.0 Brazilhttp://creativecommons.org/licenses/by/3.0/br/LeituraReadingCriançaChildTDAHADHDIdentificação estéticaAesthetic identificationLivro ilustradoPicturebookbachelorThesis