ATUAÇÃO PSICOPEDAGÓGICA: um novo olhar para as famílias de crianças diagnosticadas com TDHA nos anos iniciais

Abstract

The process of constructing the subject occurs in the interaction between the individual and the environment in which he lives. Children learn through established bonds with others and parents are the primary educators of their children. Interactions between parents and children in a family with ADHD have shown to be much more stressful and negative for all family members than typical interactions in families without ADHD. It is important for a family-school partnership to recognize the school as an educational institution. The proposed theme is justified insofar as society recognizes that education plays a fundamental role in cultural and social production, reproduction starting at home / family, an instance full of constant learning. In this way we aim to understand how the family should contribute and influence the school, social and affective performance of their children diagnosed with ADHD. Backed by texts, books, magazines and scientific articles on the partnership of the family and school in the learning process. The involvement of the family in psychopedagogical care should be considered when they are perceived in its scope, disturbances that interfere with the patient with learning problems. The psychopedagogue encourages the development of interpersonal relationships, the establishment of links, the use of teaching methods compatible with recent conceptions about this process. Helping them to overcome the obstacles that stand in the way of their social and cognitive development.