THE CHALLENGES OF PUBLIC SCHOOLS FOR THE LEARNING OF STUDENTS WITH ADHD: A STUDY IN THE EARLY YEARS OF ELEMENTARY SCHOOL

Abstract

This article aims to investigate the challenges faced by public schools in the teaching and learning process of students with Attention Deficit Hyperactivity Disorder (ADHD) in the early years of elementary school. This article is based on the contributions of Russell A. Barkley (1997, pp. 65-94), who emphasizes that ADHD is a neurobiological disorder characterized by deficits in executive functions such as attention, planning, inhibitory control, and self-regulation. The author highlights that these difficulties directly impact the learning process, requiring differentiated pedagogical interventions from the school. The research, with a qualitative and exploratory-descriptive approach, was conducted in a public school in the municipality of Escada-PE, with the research subjects being a special education teacher, a primary school teacher (early years), a pedagogical coordinator, and a school administrator. Data collection was carried out through semi-structured interviews and classroom observations, analyzed based on thematic categories that encompassed teaching strategies, structural challenges, and the school-family relationship. The results highlighted the educators' efforts to adopt more dynamic and playful pedagogical practices, valuing inclusion and individualized attention, despite structural limitations. It was also found that constant dialogue between school and family is essential to promote the development and self-esteem of students with ADHD. It is concluded that effective inclusion requires a collective commitment, with investment in teacher training, curricular adaptations, and the strengthening of public policies that guarantee real conditions for an equitable and humanized education.