O USO DO CELULAR PELO ALUNO COM TDAH EM SALA DE AULA PARA ESTIMULAÇÃO DA APRENDIZAGEM

Abstract

Considering that smartphones are perhaps the most sought-after among mobile devices, we can say that functions previously performed by other features now fit in the palm of our hand. If this leads us to think about the transformations that technology has caused in social relationships, in the school environment it would also be no different, since networks and applications are part of students' lives. Thus, analyzing the changes generated in behavior, time management, communication processes and learning, it is perceived that the use of technology can greatly contribute to the monitoring of all students, especially those who have some educational specificity, that is, who require a more directed look from the teacher. In this work, based on a bibliographic survey, we will deal with the possibilities of cell phone use by students with ADHD (Attention Deficit a bibliographic survey, we will deal with the importance of cell phone use by students with ADHD (“Attention Deficit Hyperactivity Disorder”) as a pedagogical tool, suggesting some Apps with activities that can be performed in the classroom. But it should be noted that, although it is a source of quick stimuli, which cause a feeling of pleasure, the cell phone can lead to an increase in symptoms. Because of this, the conscientious use of the device and the constant monitoring of the teacher are suggested. Acknowledging, however, that teachers need continuing education to improve practices that favor digital literacy and contribute to the protagonism of students with ADHD in their academic career, we will emphasize the professional appreciation of teachers as a mediator of knowledge.