O processo de aprendizagem dos alunos com a Síndrome de Lá Tourette

Abstract

This study addresses the learning process and inclusion of students with Gilles de la Tourette Syndrome (TS) in the school context. Tourette Syndrome is a neurological disorder characterized by motor and vocal tics, often accompanied by comorbidities that may interfere with students’ academic performance and social relationships. Considering that this condition is still little known within educational settings, the research is guided by the following problem: what are the main challenges faced by students with Tourette Syndrome in the learning process, and how can schools contribute to their educational inclusion? The general objective of this study is to identify strategies that promote learning and inclusion of children with Gilles de la Tourette Syndrome in schools. The specific objectives include conducting a critical literature review on Tourette Syndrome, analyzing challenges related to its diagnosis and their educational implications, and investigating pedagogical practices and inclusive strategies that support the learning of students with TS in the school environment. The theoretical framework is based on the principles of inclusive education and on Vygotsky’s socio-historical theory, especially regarding pedagogical mediation and the role of social interactions in human development. This is a qualitative study developed through bibliographic research, based on scientific articles published over the last ten years and retrieved from the CAPES Periodicals Portal, SciELO, and Google Scholar databases. The expected results aim to contribute to a broader understanding of Gilles de la Tourette Syndrome in the school context, highlighting the challenges faced by these students and pointing out inclusive pedagogical practices that can support teachers and schools in building a more welcoming, respectful, and inclusive educational environment committed to the learning and development of all students.