TRANSTORNO DE DÉFICIT DE ATENÇÃO E/COM HIPERATIVIDADE: A IDENTIFICAÇÃO DE HIPÓTESES DIAGNÓSTICAS NA PRÁTICA ESCOLAR

The objective of this study was to map the criteria for diagnostic hypotheses of ADHD in school practice, based on the experience of pedagogues/psychopedagogues/psychologists in the city of Londrina, Paraná. The aim was also to discuss and compare these data to the institutionalized diagnostic and treatment model, in addition to understanding the social aspects of this psychopathology. Thirteen professionals responsible for their work with approximately 1,000 students from the public school system, and 79 patients participated in the research. The method uses the descriptive type with survey and correlational designs, and qualitative data treatment based on content analysis, with questionnaires and interviews as instruments. The responses were quantified and compared to the data presented by official bodies, with their respective legal standards, and presented results very close to the theoretical questions about the diagnosis of ADHD. It was observed that there was little interest in the participation of institutions in the research, insufficient participation of those responsible, lack of compliance with the criteria for the identification of psychopathology and the exclusion, by means of a Public Authority Resolution, of Psychoanalysis as a possibility of psychological evaluation or non-drug treatment. The empirical data, correlated with the quantitative data obtained and the subjective theoretical criteria presented by the DSM-V TR, can provide a new perspective of action, bringing Psychology closer to the diagnostic context, with an emphasis on the psychological evaluation based on psychoanalysis, outlined by the research.