Space in Motion

Fieldwork and the Teaching of Geography for Students with Attention Deficit Hyperactivity Disorder (ADHD)

Abstract

Context: This work addresses the understanding of a teaching practice, Field Work, capable of favoring the physical, emotional, intellectual, and social development of people with Attention Deficit Hyperactivity Disorder (ADHD) in the context of geography. The lack of emphasis on practical aspects of teacher training and the lack of preparation to deal with the diversity of students is highlighted, leading neurodivergent students to not explore their abilities and limitations. Methodology: A questionnaire with 20 questions was applied to a teacher in Viçosa, Minas Gerais, to highlight her daily actions and knowledge about the disorder. The goal was to verify if she saw advantages in using Field Work as a resource and what limits would be placed on its execution. Considerations: The presence of students with ADHD in the classroom was reported, highlighting the teacher's lack of understanding of the disorder and its impacts on the teaching-learning process. The importance of Field Work is highlighted to allow students to experience the object of study in a concrete and meaningful way. In the last stage of the work, paths and strategies were presented to adapt the activities to the particularities of students with ADHD.