AND WHEN THE CHILD DOES NOT MEET THE SCHOOL'S EXPECTATIONS? REFLECTIONS ON RELATIONSHIP WITH THE FAMILY IN THE SEARCH FOR A DIAGNOSIS

被引：0
|
作者：
de Araujo, Luciana Aparecida [1 ,2 ]
dos Anjos, Cleriston Izidro [3 ]
Pereira, Fabio Hoffmann [4 ]
机构：
[1] Sao Paulo State Univ UNESP, Postgrad Program Educ PPGE, Marilia, SP, Brazil
[2] Sao Paulo State Univ UNESP, Dept Didact, Coll Philosophy & Sci FFC, Marilia, SP, Brazil
[3] Fed Univ Alagoas UFAL, Child Educ Studies Sect, Maceio, Alagoas, Brazil
[4] Fed Univ Alagoas UFAL, Psychol Course, Arapiraca, AL, Brazil
来源：
REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO | 2020年 / 15卷
关键词：
Education; School difficulties; Diagnosis; ADHD; Family-school relationship;
D O I：
10.21723/riaee.v15iesp5.14565
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The objective of this article is to understand the way in which the school has responded to children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), from the point of view of pedagogical work and the relationship with the family. Through a bibliographic research and a study of a case, it brings the story of an 8-year-old child with a diagnostic hypothesis of ADHD. Data was collected through the mother's narrative and recorded in a field journal. The results reveal that the student's task demanded by the school goes beyond cognitive aspects and content learning, involving an adult's expectation about a "way of being school". It is concluded that the school must embrace diversity and difference, so as not to incur in strategies for the defense and no responsibility of pedagogical work.
引用
收藏
页码：2899 / 2915
页数：17
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