Deficit de atenção nos anos finais do ensino fundamental na Escola Municipal Josefina Pereira

Abstract

This intervention project outlined through a dialogic research among teachers of the Municipal School Josefina Pereira about the attention deficit in the field of primary education in the final years aims to invest in the clarification of the problem and strengthen the transformations inherent in educational practice, trying to provoke in the classroom learning the necessary changes. For the project was important to justify the issue through discussions involving learning in the educational field between teachers. However for the organization of the themes we used three undeniable methodological strategies to the education process. The research had its theoretical fundamental grounded in the works of authors such as Ronde, Still, Barkley, Cabral and Parker used to compose the studies on the subject. Access academic works were also important, as well as dialogue with teachers about thinking the problem detected in their classes. The Intervention Project is organized through actions aimed solely: educational practice involved through concepts and features, teachers generate strategies and try to avoid the attention deficit in educational practice, ways to identify learning disabilities in students, the teacher at the time of educational practice, teacher training for a job that emancipates the student and school inclusion of children with attention deficit. However, the Intervention Project concluded that the expected results through research and commitment in the process of transformation of the classroom teachers to communicate in their own training that access to teaching and learning should respect and try to also include the differences.