SOCIAL REPRESENTATIONS OF TEACHERS ON THE SCHOOLING OF STUDENTS WITH ATTENTION DEFICIT DISORDER AND HYPERACTIVITY IN THE BRAGANTINA AMAZON ; REPRESENTACIONES SOCIALES DE LOS PROFESORES SOBRE LA ESCOLARIZACIÓN DE LOS ALUMNOS CON TRANSTORNO DE DÉFICIT DE ATENCIÓN E HIPERACTIVIDAD EN LA AMAZONÍA BRAGANTINA ; REPRESENTAÇÕES SOCIAIS DOS PROFESSORES SOBRE A ESCOLARIZAÇÃO DE ALUNOS COM TRANSTORNO DE DÉFICIT DE ATENÇÃO E HIPERATIVIDADE NA AMAZÔNIA BRAGANTINA

The aim of this study was to analyze the social representations of teachers about the student with ADHD and the implications for teaching practice in a municipality in the Amazon of Bragantina. As a theoretical-methodological support, we adopted Moscovici's Theory of Social Representations (2003), specifically the procedural approach of dimensional analysis reconstituted by the relationship between information (concept), the field of representations (image) and attitudes. Five teachers who work in elementary school participated in the study. In data collection, the following instruments were used: Free Word Association Test (TALP) and Semi-Structured Interviews. The analysis of the data, organized in three-dimensionality, also highlighted the elements that make up the representations: objectifications and anchors based on the analysis of the discourse of the collective subject. The results reveal that teachers attribute meanings to ADHD students, intertwining characteristics that do not fit in a school that values discipline and content retention. In contrast to the idea of disability, the image of children who learn differently, it has been configured as a guide to the need for curricular adjustments. Thus, the representational field shows attitudes of ruptures and constructions of new ways of making the school based on the centrality in the student and the role of the teacher. ; El objetivo de este estudio fue analizar las representaciones sociales de los profesores sobre el alumno con TDAH y las implicaciones para la práctica docente en un municipio de la Amazona Bragantina. Como soporte teórico-metodológico, adoptamos la Teoría de las representaciones sociales de Moscovici (2003), específicamente el enfoque procesal del análisis dimensional reconstituido por la relación entre la información (concepto), el campo de las representaciones (imagen) y las actitudes. En este estudio participaron cinco profesoras que trabajan en la escuela primaria. En la recopilación de datos, se utilizaron los siguientes ...