The teaching of Geography for students with ADHD: considerations on the state of the art

Abstract

Considering that School Geography must engage in the collective challenge of inclusion, aiming to
contribute to the learning of all students, the following question arises for this study: what is the landscape of research in Brazil regarding the teaching of Geography to students with Attention
Deficit Hyperactivity Disorder (ADHD)? In response, within the framework of an ongoing
master's program, a qualitative investigation was structured, of the state-of-the-art type, with the
objective of surveying academic productions on the subject over the past decade (2015-2024). To
this end, searches were conducted in the databases: Google Scholar, Capes Journal Portal, SciELO,
BDTD, and repositories of Federal Universities; considering accepted scientific articles, final
papers, dissertations, or theses made available in full. The results indicate that, in general, the
findings highlight the unpreparedness of educators to address the theme of school inclusion for
students with ADHD, stemming from the absence or minimal emphasis on the topic in the
curricula of degree courses in Geography. The investigations also present various methodological
proposals and resources that can enhance the learning of these students. However, the survey also
revealed a gap in the assessment models employed, despite the increasing presence of this student
group in the school environment. Finally, the low academic productivity on the subject in recent
years raises questions regarding the effective inclusion of students with ADHD in Geography
classes and infers the urgency for conducting new related research.