A importância da adaptação curricular e metodológica para crianças com TDAH no 1º ano do ensino fundamental em Manaus

Abstract

This study aims to analyze curricular and methodological adaptations designed for children with Attention Deficit Hyperactivity Disorder (ADHD) in the 1st year of Elementary Education in the municipality of Manaus. The research adopts a qualitative approach, developed through bibliographic research and documentary analysis, encompassing national legislation such as the Brazilian National Education Guidelines and Framework Law (LDB), the National Common Core Curriculum (BNCC), and Law No. 14.254/2021, as well as local documents, specifically the Amazonense Curricular Framework (2019) and the Pedagogy Course Pedagogical Project (PPC) of the Federal University of Amazonas (UFAM) (2019). Initially, the specificities of ADHD are contextualized based on legal and clinical frameworks. Subsequently, grounded in the philosophy of difference (Deleuze, 1995; Paraíso, 2018), a critical analysis problematizes the gaps in the principles guiding curricular organization. The findings indicate that local documents remain silent regarding neurodiversity and that teacher education presents structural weaknesses, leaving educators unsupported in pedagogical management. It is concluded that curricular adaptation is not an addendum but an essential condition for ensuring the right to inclusion. Therefore, it is imperative to design, articulate, and align educational practices that recognize difference as a value, guaranteeing participation, learning, and the integral development of students with ADHD.