Percepção docente sobre o desempenho escolar de adolescentes com provável Transtorno do Desenvolvimento da Coordenação

Abstract

The negative impacts of Developmental Disorder of Coordination (DCD) on school life activities (SLA) of students are undeniable, Amazonas draws attention with its alarming rates of high prevalence of this disorder in children and adolescents. In the light of Special Education and Inclusion in the Amazonian Context, the invisibility of this disorder calls our attention to the possible neglect and exclusion of these students in state public schools in the city of Manaus-AM. Thus, our objective was to get to know the teaching perception regarding the school performance of adolescents with probable Developmental Disorder of Coordination (pDCD), supported by the legal frameworks of the National Policy on Special Education in the Perspective of Inclusive Education (NPSEPIE). Eleven teachers from the Portuguese Language, Mathematics and Physical Education disciplines working in Elementary School II participated, interviewed about their students (4 adolescents identified with pDCD and 4 adolescents free from this condition). As a tool, we used the Narrative Interview and the data were analyzed using the Textual Discourse Analysis (TDA) of a Metatext divided into the following categories: Initial perception of the teacher about the student; To whom / whom does the teacher attribute the student's characteristics; and Attitudes taken by teachers. We conclude that teachers perceive behaviors, actions and attitudes that are related to DCD, however, they do not intervene or effectively guide or assist adolescents because they are unaware of the phenomenon and the factors associated with it. Other perceptions were brought up which suggests the need for investment in research, in the school context and contemplating the Amazonian reality, involving children and adolescents with DCD, such as the perception of the family; how to obtain guidance and assistance in dealing with such a condition.