Sandra Regina Dias de Costa - Programa de Pós-Graduação em ...

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ABSTRACT
The present study was conducted in order to investigate the role of the social interaction
between educators, relatives and health professionals in the learning process of students
with attention-deficit/hyperactivity disorder (ADHD), using the historical-cultural theory of
the social construction of mind as basis. The dialectic methodology has a qualitative
approach, a descriptive-participative character and the method chosen for doing the
study was a case study. The research techniques used were participant observation,
bibliographic research, semi-structured interviews, documental analysis and analysis by
categories. The information obtained from literature allows us to state that although
ADHD presents a huge heterogeneity of clinic symptoms, this fact should not be
impeditive, but it should actually be imperative for education professionals to get to know
the neural bases of the disorder. The TDAH student, as another student, should be
understanding as a psychosomatic unity in which mind and body are interdependent so
it’s basic the interdisciplinary between education and health in the formation of educators.
The social practice permited that the relatives were able to have new perception of the
reality and reconstruct their conscience and attribute new meanings for their children
behavior and development. By doing so, they were able to incorporate new discourses
and actions, as well as new ways of interaction with children, with other relatives, with
school and with CENEP professionals. This fact propitiated transformations in the school
and in the way educators would take their stands in front of these children, looking for
knew knowledge and strategies which could help their learning and development
processes. This means that it is necessary that the way of understanding the TDAH
students limitations and possibilities changes, and that, by doing so, relations between all
the people involved are established. These relations must have a meaning for all in such
a way that it allows the maximization of the biological potential of the individual by the
action of the environment. Therefore, the theory of the social construction of mind
provided a different meaning for the children with ADHD, understanding them as a
historic individual who presents a disorder in its biological substrate, but who, throughout
the action of others, or in other words, throughout the expressive mediation can change
the less of the disorder into the plus of the compensation.
Key words: ADHD, education and health, learning, social interaction.