Cid f90.0: distúrbios da atividade e da atenção e os desafios do ensino aprendizagem

Abstract

This study aims to explore the historical trajectory of Attention Deficit Hyperactivity Disorder (ADHD), highlighting its definitions, controversies, and evolutions over time, particularly in the classifications of the DSM and ICD. The methodology employed was a bibliographic research based on articles, books, dissertations, and theses, allowing for a detailed analysis of the conceptual and diagnostic evolution of ADHD from its early descriptions in the 18th century to contemporary classifications. The study revealed that ADHD is a common disorder in childhood and emphasized the importance of early diagnosis to mitigate the negative impacts of the disorder on individuals' lives. The conclusions indicate that, despite significant advances in the understanding of ADHD, there remains a critical need for diagnostic and therapeutic approaches that integrate medical, educational, and psychosocial aspects. The work underscores that effective ADHD treatment should be multidisciplinary, involving not only medication but also psychopedagogical and family support, as well as adaptations in the school environment. The research contributes to clarifying the challenges and needs in managing ADHD, reinforcing the relevance of an approach that considers the complexity of human behavior and the contextual variables influencing the development of children with this disorder