TDAH & DESREGULAÇÃO EMOCIONAL: COMEÇANDO PELA EDUCAÇÃO INFANTIL

Abstract

This research investigates the inclusion of children with Attention Deficit Hyperactivity Disorder (ADHD) in Early Childhood Education, focusing primarily on the management of emotional dysregulation within the school context. The study is justified by the identified gap between the real demands of daily pedagogical practice and teacher preparation, considering the legal framework that ensures educational support for these students. The general objective is to analyze the difficulties experienced by teachers in the second stage of Early Childhood Education regarding the inclusion of children with a diagnosis or indicative characteristics of ADHD, emphasizing the mediation of emotional dysregulation as a barrier to learning. Methodologically, the investigation adopts data triangulation, articulating the teacher's perspective (obtained via questionnaires and interviews), systematic and structured observation of the student in the school environment, and the researcher's clinical-reflective analysis. The results demonstrate that emotional dysregulation (with a critical mean of 2.27 identified in the data) acts as the structural axis of inclusion difficulties, revealing limitations in teacher training and the need for institutional support. It is concluded that the construction of mediating pedagogical strategies strengthens the school's role as an inclusive space. As an Educational Product, a technical-operational guide aimed at managing emotional dysregulation and promoting meaningful learning is proposed.