This research aims to know the Social Representations (SR) of two groups of
teachers of the first period of Elementary School in a State School in the city of
Belém, dealing with them on Attention-Hyperactivity Disorder (AHD) in their students,
four teachers, two from the common teaching room, and two from the Specialized
Educational Service (SES) were contacted to do the research, in order to relate the
meanings and meanings presented by them, and to identify pedagogical practices
with these students. This work has as methodological basis the Theory of Social
Representations (TSR), We have made use of semi-structured interviews within a
qualitative approach, the research is divided in a trajectory of four. The construction
of the knowledge of various subjects and objects can be done through social
representations, based on the authors Nascimento (0000) and Moscovici (1978), RS
are generated through the exchange and communication, the use of social
representations the analyzes of this research. This way, we visualize that the
teachers have social representations about AHD, these are constituted from the
shares and their experiences, they conceive that the students with AHD are proactive
they can to have a satisfactory intellectual cognitive development, and of course, the
students can interact and contribute to their class. However, there are
representations rooted in values and beliefs where students with AHD were not seen
as capable of developing cognitively, resulting in ineffective pedagogical practices
and interventions for student development.
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