Tdah no ensino superior: um estudo sobre o preparo dos professores de graduação do IFG - Campus Goiânia

Abstract

Attention Deficit Hyperactivity Disorder (ADHD), characterized by inattention, hyperactivity and impulsivity, directly impacts the academic, social and professional performance of those affected. This research investigated the preparation of teachers at the Federal Institute of Education, Science and Technology of Goiás (IFG) – Goiânia Campus, to deal with students with ADHD in higher education. In Brazil, Law 14.254/2021 emphasizes the importance of educational support for students with ADHD and other learning problems, requiring higher education institutions to implement inclusive teaching practices. The study is justified by the gap observed in the preparation of teachers to deal with students with ADHD in higher education. The study uses a qualitative methodology to explore this issue, collecting data through interviews with teachers and examining institutional documents, such as the Institutional Development Plan (PDI) and the Institutional Pedagogical Political Project (PPPI) of the Federal Institute of Goiás (IFG). The results of the study suggest that, despite teachers' interest in encouraging the inclusion of students with ADHD, they do not have adequate training to manage the specificities of the disorder. The research indicates that the support provided by institutional documents is not sufficient to ensure a fully inclusive education, since training programs and support measures for teachers have not been applied efficiently. To assist in the discussion and awareness on the subject, an educational technology was created in the form of a podcast, entitled "ADHD - Beyond the diagnosis". The podcast, divided into four parts, discusses topics such as diagnosis, treatment, inclusion and overcoming the obstacles that students with ADHD encounter in the university environment. The purpose of the podcast is to disseminate information to educators, parents, educational institutions and the community ingeneral, contributing to awareness about ADHD and the demand for more inclusive teaching methods. The study also highlights the relevance of constant teacher training and institutional support that goes beyond academic monitoring, recognizing the psychoemotional and social needs of students with ADHD. Early preparation of educators, coupled with training programs and institutional support, is crucial to ensure that teachers are able to adjust their pedagogical practices and meet individual student demands. It is concluded that, although there are efforts to include students with ADHD in higher education, the preparation of IFG teachers is still insufficient. The research suggests the implementation of more robust training programs and the creation of educational technologies that can support both teachers and students, promoting a more equitable and inclusive education.