Contribuições da aprendizagem baseada em problemas para a inclusão de estudantes com TDAH no ensino de química: uma revisão da literatura e elaboração de estudos de caso ilustrados em histórias em quadrinhos

Abstract

Chemistry teaching presents challenges related to the high level of abstraction of its contents, especially for students with Attention-Deficit/Hyperactivity Disorder (ADHD). In this context, this study aimed to investigate, through a qualitative bibliographic review, the contributions of neuroscience and inclusive education to the use of Problem-Based Learning (PBL) as an inclusive pedagogical strategy in Chemistry teaching. National and international scientific publications addressing ADHD, inclusive education, active learning methodologies, Chemistry teaching, and comics were analyzed. After applying the inclusion and exclusion criteria, 42 essential studies were identified, of which 30 were fully analyzed and used to support the theoretical foundation of the research. The findings showed that students with ADHD present educational needs related to executive functions, attention, and self-regulation, highlighting the importance of adopting more inclusive and contextualized teaching practices. The literature review also demonstrated that PBL promotes active participation, autonomy, inquiry, and meaningful learning, while comics help reduce the abstract nature of Chemistry concepts by integrating verbal and visual language. Based on these findings, theoretical case studies illustrated with comics were developed according to the principles of PBL and designed for Chemistry teaching. It is concluded that the integration of neuroscience, inclusive education, Problem-Based Learning, and comics represents a promising instructional approach to support more inclusive teaching practices and enhance the learning process of students with ADHD.