OPPOSITIONAL DEFIANT DISORDER: PEDAGOGICAL POSSIBILITIES IN MORRO REUTER, RS – BRAZIL

Abstract

This study aims to understand the characteristics of Oppositional Defiant Disorder (ODD) and identify behaviors manifested in the school routine, in order to organize actions that foster cognitive and emotional development. A qualitative case study was conducted with a fourth-grade student in mainstream education, analyzing classroom interactions, impacts on peers, and teaching strategies. Results highlight the need to expand pedagogical practices for neurodivergent students, promoting meaningful learning and reducing situations of distress. It is concluded that understanding ODD in the school context requires interdisciplinary and inclusive approaches that enhance students’ integral development and contribute to a more equitable education.