Banca de DEFESA: Cristiane Moura Lopes

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Cristiane Moura Lopes
DATE: 21/02/2025
TIME: 16:00
LOCAL: https://meet.google.com/pwg-hjhd-iwn
TITLE:

ADHD from the Children's Perspective: Subjectivities, Narratives, and Interpretive Reproductions in the School Context

KEY WORDS:

Research with children; ADHD; Interpretive Reproduction; Labeling; Medicalization; Intersectionality

PAGES: 250
BIG AREA: Ciências Humanas
AREA: Sociologia
SUMMARY:

This thesis focuses on the study of the perceptions of children diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), highlighting how, in the school environment, they construct their identities and subjectivities before and after the consolidation of the diagnosis. The research was conducted with boys and girls aged 6 to 10, an age range in which the incidence of the disorder becomes more evident, according to the Diagnostic and Statistical Manual of Mental Disorders. The study took place in a primary school in Brasília-DF and included educators and family members, based on ethnographic research. Grounded in the theoretical and methodological studies of the Sociology of Childhood and the Anthropology of Children, and anchored in ethical concerns, which are extremely necessary in research involving children, the study assumes that children are full social agents, actively engaged in the production of cultures and the reinterpretation of the discourses that shape them. The data collection involved participant observation, narrative interviews, children's drawings, semi-structured interviews with teachers, and questionnaires for family members. The study analyzed the perceptions of both children diagnosed with ADHD and their peers. From these perceptions, it was found that children's narratives reveal the concept of interpretive reproduction, as proposed by Corsaro (2011), demonstrating that children not only absorb the social meanings attributed to ADHD but also transform them. Aspects such as (in)attention are not perceived by children as generalized deficits but rather as selective, modulated by their interests, the engagement of the lessons, the rhythm and dynamics of activities, and the contexts in which they are situated. Medicalization appears as an ambiguous phenomenon: while some children report improved attention under medication, others frequently perceive no significant changes when not medicated. It was possible to identify a recurring structure in the ADHD experience, marked by both the diagnosis and the associated stigma. Four analytical categories were developed: self-labeling and hypothetical labeling (before clinical diagnosis), ipso facto labeling (after diagnosis confirmation), and ipso facto extensive labeling (when additional diagnoses are added later), illustrating the progression of stigma and its social, emotional, and educational impacts on children's lives. It was also found that school referrals, although based on caution, may reinforce early labeling. Furthermore, the interrelationship between ADHD and the social marker of racial difference was evidenced.

COMMITTEE MEMBERS:
Externo à Instituição - AMURABI PEREIRA DE OLIVIERA - UFSC
Externa à Instituição - DAYANA BRUNETTO CARLIN DOS SANTOS - UFPR
Presidente - 1023668 - MARCELO PINHEIRO CIGALES
Interna - 2079994 - TANIA MARA CAMPOS DE ALMEIDA