INATTENTIVE CHILDREN OR MEANINGLESS PEDAGOGICAL PRACTICES? RELATIONS BETWEEN MOTIVE, PERSONAL SENSE AND ATTENTION

Authors

  • Flávia da Silva Ferreira Asbahr Unesp
  • Marisa Eugênia Melillo Meira Unesp

DOI:

https://doi.org/10.14572/nuances.v25i1.2735

Keywords:

Medicalization, Attention, Motive, Personal sense, Pedagogical activity

Abstract

The objective of this paper is to analyze the role of pedagogical activity in the formation of attention. First, we present critically the concept of ADHD analyzing the criteria used for its diagnosis. Analyze, then, the process of constitution of attention as higher psychological function by examining their relationship with the structure of pedagogical activity. Finally, we focus on the relationships between the motives of activity and the formacion of attention, presenting the concept of actions that generate motives for learning as an important theoretical tool that can put the teacher in the active role of producer new motives to bring students to develop psychological functions superiors, including attention. As conclusion, we criticize the medicalization process, bringing the challenge of to develop attention for its real locus, school education.

http://dx.doi.org/10.14572/nuances.v25i1.2735

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Author Biographies

Flávia da Silva Ferreira Asbahr, Unesp

Professora Assistente, Departamento de Psicologia, Faculdade de ciências, UNESP-Bauru. Área Psicologia escolar

Marisa Eugênia Melillo Meira, Unesp

Professora Assistente, Departamento de Psicologia, Faculdade de ciências, UNESP-Bauru. Área Psicologia escolar.
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Published

2014-04-03

How to Cite

ASBAHR, F. da S. F.; MEIRA, M. E. M. INATTENTIVE CHILDREN OR MEANINGLESS PEDAGOGICAL PRACTICES? RELATIONS BETWEEN MOTIVE, PERSONAL SENSE AND ATTENTION. Nuances: estudos sobre Educação, Presidente Prudente, v. 25, n. 1, p. 97–115, 2014. DOI: 10.14572/nuances.v25i1.2735. Disponível em: https://revista.fct.unesp.br./index.php/Nuances/article/view/2735. Acesso em: 22 nov. 2024.

Issue

Vol. 25 No. 1

Section

Dossiê

License

Atribuição-NãoComercial
CC BY-NC
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