INCLUSÃO ESCOLAR DE ALUNOS COM TRANSTORNO DE DÉFICIT DE ATENÇÃO E HIPERATIVIDADE (TDAH) NA ALFABETIZAÇÃO: A POESIA COMO PROPOSTA DIDÁTICA

Abstract

Poetry grants for the formation of conception, symbolism and innovation, after all, words in poetry can have more than one meaning and have a metaphorical sense. Through poetry we show our emotions through written language. In this sense, the objective of this article is to develop a series of inclusive pedagogical activities that focus on literature for literacy, with a particular focus on students with ADHD. To carry out this study, qualitative research will be used as an approach, as it exposes the analysis of ideas concepts, that is, as a research exercise, it is not presented as a rigidly structured proposal, it allows imagination and creativity to lead the researchers to propose works that explore new approaches. As for the nature of the work, it is basic. And the bibliographic research looking for data on Google Scholar. However, he understood that the practitioners related to the child literacy procedure should work in a group, adopting a continuous and systematic approach in the creation, realization and valorization of adjustments for a better adaptation of the student with ADHD to school, offering him tests at school, to prevent questions related to learning The family is an essential part of this procedure, favoring the child, encouraging him to engage in school practices and maintaining a healthy relationship with the teacher and his partners.