Nível de conhecimento dos professores sobre o TDAH nas escolas públicas estaduais de Rondônia, no Brasil

Marcos Antônio Shreder da  Silva; Christian Haag Kristensen

doi:10.21814/rpe.26335

Autores

Marcos Antônio Shreder da Silva Pontifícia Universidade Católica do Rio Grande do Sul - PUCRS
Christian Haag Kristensen Pontifícia Universidade Católica do Rio Grande do Sul, Brasil https://orcid.org/0000-0002-8273-2146

DOI:

https://doi.org/10.21814/rpe.26335

Palavras-chave:

KADDS, TDAH, Professores, Conhecimento

Resumo

O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é um transtorno prevalente na infância e na adolescência que apresenta desafios para os processos de ensino e aprendizagem. O objetivo deste estudo foi avaliar o nível de conhecimento dos professores das escolas públicas estaduais de Rondônia acerca do TDAH. A versão brasileira da Knowledge of Attention Deficit Disorders Scale (KADDS-Br) foi aplicada em 202 professores de 18 municípios de Rondônia. Análises descritivas e inferenciais foram conduzidas para explorar o grau de conhecimento, de equívocos e de lacunas sobre o TDAH, incluindo o escore total e três subescalas da KADDS-Br: características gerais, sintomas/diagnóstico e tratamento. Os professores que participaram do estudo evidenciaram um percentual de conhecimento sobre o TDAH de 52,67%, mas com relevantes equívocos (18,90%) e lacunas (28,48%). Em relação aos domínios específicos, o percentual de conhecimento apresentou alguma variabilidade, sendo mais evidente em relação aos sintomas/diagnósticos (69,54%) e menos proeminente sobre características gerais (46,45%) e tratamento (48,95%). O nível de conhecimento dos professores das escolas públicas estaduais de Rondônia sobre o TDAH é mediano, sugerindo a necessidade de formação específica sobre o transtorno.

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