INFORMAÇÕES SOBRE DIREITOS AUTORAIS


As obras disponibilizadas nesta Biblioteca Digital foram publicadas sob expressa autorização dos respectivos autores, em conformidade com a Lei 9610/98.

A consulta aos textos, permitida por seus respectivos autores, é livre, bem como a impressão de trechos ou de um exemplar completo exclusivamente para uso próprio. Não são permitidas a impressão e a reprodução de obras completas com qualquer outra finalidade que não o uso próprio de quem imprime.

A reprodução de pequenos trechos, na forma de citações em trabalhos de terceiros que não o próprio autor do texto consultado,é permitida, na medida justificada para a compreeensão da citação e mediante a informação, junto à citação, do nome do autor do texto original, bem como da fonte da pesquisa.

A violação de direitos autorais é passível de sanções civis e penais.
Coleção Digital

Avançada


Estatísticas | Formato DC



Título: THE ACADEMIC TRAJECTORY OF UNIVERSITY STUDENTS DIAGNOSED WITH ADHD IN LIGHT OF THE BIOECOLOGICAL HUMAN DEVELOPMENT
Instituição: PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO - PUC-RIO
Autor(es): CATIA REGINA PAPADOPOULOS

Colaborador(es):  ZENA WINONA EISENBERG - Orientador
Número do Conteúdo: 33969
Catalogação:  24/05/2018 Idioma(s):  PORTUGUESE - BRAZIL

Tipo:  TEXT Subtipo:  THESIS
Natureza:  SCHOLARLY PUBLICATION
Nota:  Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio.
Referência [pt]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=33969@1
Referência [en]:  https://www.maxwell.vrac.puc-rio.br/colecao.php?strSecao=resultado&nrSeq=33969@2
Referência DOI:  https://doi.org/10.17771/PUCRio.acad.33969

Resumo:
The objective of this study was to investigate, from the perspective of Bronfenbrenner s Bioecological Model of Human Development the factors that impact the development of university students diagnosed with ADHD so that they achieve success in admission to an undergraduate school. A total of 10 undergraduate students from a private university in Brazil took part in the study. Data were collected through a semi-structured interview carried out at the University. The analyses used the qualitative approach of content analysis. The categories and subcategories were built based on PPCT (Process, Person, Context, Time) which is a part of Bronfenbrenner s model. The results pointed to a positive trajectory for these students, be it for getting admitted into college, for remaining there, or for both. When looking at their basic and high school educational trajectory, we found that the presence of a few factors stood out in the data, such as (a) an attractive school that is welcoming and encouraging; (b) a structured classroom, with few students, which allows for ample interchange among students and between them and their teachers; (c) the mediation of learning by teachers hired by the parents as teaching aids, by family members, classroom mates and school teachers and; (d) parents initiatives in helping them gear their academic development towards a successful one. As for their college history the influencing factors encountered where: (a) extra time for tests and; (b) pedagogical, psychological, and academic support. When looking at their academic trajectory as a whole, that is, from early childhood education up to college, the factors to which students attributed their success were: (a) having had or not a diagnosis; (b) medicinal and/or psychotherapy treatment; (c) metacognitive strategies; (d) teachers characteristics – thoughtful and caring in explaining concepts slowly and using different methods; (e) personal characteristics; (f) identifying themselves with the teacher/professor; (g) family and school support and; (h) socialization.The results lead us to infer that in the context of these students academic history, there is no set protocol that can be followed that will ensure academic success. We saw that students gave us pointers which nonetheless were relevant, if considered as a practice that can greatly contribute to their development, whether or not they have been diagnosed. However, it is our understanding that if there are attitudes and actions from the part of the family, the school and society that highlight and strengthen the individual characteristics and abilities of such students, thus reducing the power of pathologizing, we should see a better outcome. We also understand that, beyond the macrosystemic stereotypes from today s society which emphasize deficiencies and impairments, as well as a deterministic discourse of school failure for students diagnosed with ADHD, one should focus instead on how those students think, what they can actually accomplish and how they learn. Finally, we recommend that more resources be allocated to the development of learning and teaching methods that can be applied in school, as well as in other contexts, so that the process can be smoother, including different modalities of learning, whether or not there is a diagnosis for the student.

Descrição Arquivo
COMPLETE  PDF
Agora você pode usar seu login do SAU no Maxwell!!
Fechar Janela



* Esqueceu a senha:
Senha SAU, clique aqui
Senha Maxwell, clique aqui