Elaboração e verificação da viabilidade de um programa interventivo para a promoção de autoeficácia de professores de estudantes com TDAH no ensino superior

Abstract

This study is linked to research line 2: "Teacher Training and Action and Educational Practices" and to the research group "Construction of Subjectivity Processes in the School Context", of the Postgraduate Program in Education at Unoeste. It is based on the premise that self-efficacy, as it constitutes the basis of motivation and influences human behavior, can generate significant implications in teaching action, especially in the training of young people and adults and the demands of an education based on differences. In this sense, this study, inserted in the aforementioned research line, aims to develop and verify the feasibility of an intervention program to promote self-efficacy of teachers of students with ADHD in higher education. To this end, the research was divided into three studies that comprise three articles. In the first, a scoping review study was carried out on national and international publications that address the theme of students with ADHD in higher education. The results indicated promising strategies for teaching and learning environments, but highlighted the need for adaptations in the training process of these students in the virtual environment. Practical and flexible methods proved to be essential, since traditional teaching proved to be insufficient. Practices such as mindfulness and guided breathing help to control stress and increase the attention of these students. A gap in research on effective methodologies in the Brazilian context was also observed. The second study conducted an integrative review that sought to identify national and international research on teacher self-efficacy in higher education. Teacher self-efficacy is influenced by individual and contextual factors, such as feedback, experience, support from colleagues, and job stability. Adaptation to technologies, emotional intelligence, and a positive institutional environment are also essential. To strengthen it, it is necessary to invest in pedagogical skills, institutional support, and collaboration. There was a growing interest in the topic, but there is a shortage of studies on inclusion in the context of Brazilian higher education. The third study developed and verified the feasibility of an intervention program, in which seven higher education professors participated. The program was structured with theoretical support from Social Cognitive Theory and lasted five online meetings, in which the following themes were addressed: mastery experiences, social persuasion, somatic and emotional states, as well as vicarious experiences and their effects in the classroom on the teaching relationship with students with ADHD. To analyze the feasibility, a sociodemographic questionnaire was applied and monitoring sheets were used to verify the adequacy of the activities, evaluating the satisfaction, understanding and generalization of the content by the participants. The results showed that, in general, the participants in the intervention expressed statements that demonstrated the relevance of the topics covered and the adequacy of the methodology used. It can be stated that there was adherence, acceptance, understanding and generalization of the contents of the meetings, in addition to satisfaction with the program and the group coordinator, as expressed by the participants. Regarding adaptations for future studies, it was pointed out that the intervention could be offered on more days and times, maintaining the number of meetings at five, lasting 1 hour each, and applied in an online format, which would provide greater adherence on the part of teachers. It is expected that this research will contribute to opening new paths for the promotion of teacher self-efficacy, providing significant changes in the conceptions about human differences and rhythms and ways of learning.