Relación pedagógica del docente de aula con los estudiantes que presentan TDAH en la Institución Educativa Santa Teresita de Liseux de San José de Cúcuta.

Abstract

The present research aimed to analyze the strategies used by a group of teachers in their pedagogical relationship with children in their classroom diagnosed with attention deficit hyperactivity disorder (ADHD). This research was found inscribed in the interpretative paradigm where it was tried to emphasize the importance of understanding situations from the perspective of the participants in different moments of the educational task, taking into account their preconceptions and their prejudices. Behaviors and interpret the meanings that are given in the area of coexistence. The method used was focused on the theory based on an observation at different moments in the relationship and interaction of teachers who have children with ADHD in the classroom, and interviews with them to learn the reactions of each participant and The strategies used by the teacher to establish an included pedagogical relationship. For data analysis this research was based on coding: open, axial and selective; And that as results it was obtained that the Pedagogical Relationship is characterized by the absence of basic knowledge about ADHD, the lack of instructional methods and information for teachers about said disorder, however despite the above described teacher showed favorable attitudes and Positive to acquire knowledge on the subject, since based on their experience as a teacher, they use traditional strategies for the management of students, resulting in unsatisfactory results.