ADHD

CONTRIBUTION OF AFFECTION AS A PEDAGOGICAL PRACTICE IN THE CLASSROOM

Abstract

Affection is fundamental to human relationships and is no exception in the classroom. An environment that allows space for affection will be a more harmonious place and reflecting on the emotions in the teaching process of students with “Attention Deficit Hyperactivity Disorder” (ADHD) is essential for us to understand the benefits that such mediation brings not only in the classroom class but in the whole social life of the individual. The present work aims to understand the importance of affection as a pedagogical strategy for students with this disorder, characterizing the school routine of these students who have ADHD and how the school has dealt with this learning process, considering the relevance of affection in mediating the education of these children. The research used a theoretical approach based on several authors who addressed ADHD differently. This is a bibliographic review study in which the data show that with appropriate practices and affection, children with the disorder can develop their learning with greater focus and enthusiasm. It was observed that despite the daily life of educators with students and their experiences, there is still a lack of care and knowledge that enables teaching as an affective mediator to overcome limitations and difficulties with students. We conclude, therefore, that besides continuing education and knowing the student's reality, the teacher needs to be affectionate, careful, affectionate, and empathetic to build a solid relationship and achieve a good performance for his student.