ADHD AND PEDAGOGICAL MEDIATION FROM THE PERSPECTIVE OF HISTORICAL-CULTURAL THEORY

A LITERATURE REVIEW

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Authors

DOI:

https://doi.org/10.56579/rei.v8i1.2534

Keywords:

Attention Deficit/Hyperactivity Disorder (ADHD), Pedagogical mediation, School development, Academic performance, Learning.yghrt

Abstract

This article was prepared through a literature review developed within the scope of the stricto sensu postgraduate course, with the objective of providing a critical and updated review of the literature on ADHD, addressing its implications for education and synthesizing intervention strategies that favor the inclusion and learning of children with the disorder in the school environment. Based on the analysis of existing studies and reports, found in academic sources, significant correlations are observed between Attention-Deficit/Hyperactivity Disorder (ADHD) and the most varied difficulties in the learning process and school performance. Research indicates that ADHD constitutes a high risk factor for low academic performance and high school dropout rates.

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Author Biographies

Adriana Gomes da Costa, Federal University of Technology – Paraná

Professional with teacher training at the secondary level in the Normal modality, focused on Early Childhood Education and the Early Years of Elementary Education. Holds a degree in Physical Education (Teaching and Bachelor’s) from Centro Universitário Assis Gurgacz (FAG) and a Second Teaching Degree in Pedagogy from Faculdade do Norte Novo de Apucarana (FACNOPAR). Has specializations in Institutional Psychopedagogy and Early Childhood Education from Universidade Positivo, as well as training in Brazilian Sign Language (LIBRAS) and School Physical Education from Faculdade UNINA. Currently pursuing a postgraduate program in Autism Spectrum Disorder (ASD) at FACNOPAR. Works professionally as a LIBRAS interpreter and fitness instructor.

Camila Anabela de Brito Souza, Federal University of Technology – Paraná

Student in the Graduate Program in Teaching of Human, Social, and Natural Sciences at the Federal University of Technology – Paraná. Brazil, Paraná, Londrina. Holds a bachelor’s degree in Pedagogy (Teaching Degree) from the State University of Londrina (2015). Completed postgraduate specialization programs in Pedagogical Work in Early Childhood Education at the State University of Londrina (2017) and in School Administration and Guidance at Faculdade Integrada Instituto Souza – FASOUZA (2022). Works as a teacher in the public school system of the municipality of Londrina.

Juliana Maria de Jesus Ribeiro, Federal University of Technology – Paraná

Master’s student in the Graduate Program in Teaching of Human, Social, and Natural Sciences at the Federal University of Technology – Paraná (UTFPR), Londrina campus. Holds teacher training at the secondary level in the Normal modality, focused on Early Childhood Education and the Early Years of Elementary Education. Graduated in Pedagogy from the Faculty of Philosophy, Sciences, and Letters of Jandaia do Sul (FAFIJAN) and holds a Second Teaching Degree in Public Management Technology from the Federal Institute of Paraná (IFPR). Specialist in School Management, Supervision, and Coordination from Faculdade BAGOZI, School Coordination from the Federal University of Paraná (UFPR), as well as training in Brazilian Sign Language (LIBRAS), Special and Inclusive Education, and Learning Disorders from Faculdade UNINA. Has professional experience in teaching in Early Childhood Education, the Early Years of Elementary Education, in a Multifunctional Resource Room, as well as in School Coordination and Management.

Ricieli Emilia Ferreira Rocateli, Federal University of Technology – Paraná

Master’s student in the Graduate Program in Teaching of Human, Social, and Natural Sciences at the Federal University of Technology – Paraná (UTFPR), Londrina campus. Holds a bachelor’s degree in Social Work from the State Faculty of Economic Sciences of Apucarana (UNESPAR/FECEA) and a specialization in Social Policy Management from the same institution. Works as a Social Worker at UTFPR and as Coordinator of the Accessibility and Inclusion Center (NAI).

Zenaide de Fátima Dante Correia Rocha, Federal University of Technology – Paraná

PhD in Education from UNICAMP and Master’s degree in Science Teaching and Mathematics Education from UEL. Holds teaching degrees in Science, Mathematics, and Pedagogy. Has experience in the field of Education, with research emphasis on teacher education and teaching–learning processes. Adjunct Professor at the Federal University of Technology – Paraná (UTFPR). Permanent Faculty Member of the Professional Master’s Program in Teaching of Human, Social, and Natural Sciences. Permanent Faculty Member of the Professional Master’s Program in Mathematics Teaching at UTFPR – Londrina campus.

José Bento Suart Júnior, Federal University of Technology – Paraná

PhD and Master’s degree in Science Teaching from the Graduate Program in Education for Science – UNESP, Bauru. Holds a teaching degree in Chemistry. Has experience in the field of Science Education, with research emphasis on Epistemology, History and Philosophy of Science, and teaching processes aimed at Scientific Literacy. Associate Professor at the Federal University of Technology – Paraná (UTFPR), Apucarana campus. Collaborating Faculty Member of the Professional Master’s Program in Teaching of Human, Social, and Natural Sciences. Permanent Faculty Member of the Professional Master’s Program in Mathematics Teaching at UTFPR – Londrina campus, and Collaborating Faculty Member of the Graduate Program in Education for Science – UNESP, Bauru.

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Published

2026-02-15

How to Cite

Costa, A. G. da, Souza, C. A. de B., Ribeiro, J. M. de J., Rocateli, R. E. F., Rocha, Z. de F. D. C., & Suart Júnior, J. B. (2026). ADHD AND PEDAGOGICAL MEDIATION FROM THE PERSPECTIVE OF HISTORICAL-CULTURAL THEORY: A LITERATURE REVIEW. Interdisciplinary Studies Journal, 8(1), 01–19. https://doi.org/10.56579/rei.v8i1.2534

Issue

Vol. 8 No. 1 (2026): INTERDISCIPLINARY STUDIES JOURNAL

Section

DOSSIER MAKER CULTURE, TEACHER EDUCATION AND INCLUSIVE EDUCATION: INTERDISCIPLINARY DIALOGUES

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