A PSYCHOANALYTIC LOOK AT ADHD: IMPLICATIONS, POSSIBILITIES AND POINTS FOR EDUCATION

Abstract

This article deals with a key part of a Master's research project in Educational Sciences at the World University Ecumenical – WUE aimed at promoting the reception of children with Attention Deficit Hyperactivity Disorder (ADHD), especially in the school environment, supported by Psychoanalysis. The basis of the investigation is qualitative and descriptive-exploratory research, which was carried out particularly in a consulting room with a psychoanalyst from a municipal school in the city of Barbalha - CE. The analysis includes a case study centred on three children who show signs of ADHD. An interview was conducted with a professional in the field in order to understand the approach of the research study. The results show that ADHD in children should not be seen solely as a neurobiological condition, but as an expression of psychological conflicts related to the family and school environment. The interviews revealed a lack of knowledge among the teachers about the psychoanalytic approach to ADHD, but at the same time a willingness to accept and learn. The conclusion is that psychoanalysis, when combined with sensitive pedagogical practices, allows children with ADHD to be understood in their uniqueness and have their development favoured.