A construção da narrativa em textos produzidos por estudantes com e sem TDAH

Abstract

With this research, we verified the performance of students in the final years of elementary school, divided into two groups:i. subjects with Attention Deficit Hyperactivity Disorder (ADHD) and ii. with a high level of attention and without this Disorder,comparatively, in their productions of written narrative text, when submitted to the same production conditions. In the context of the text, we analyzed some of the aspects of its construction and organization, such as: narrative structure, perceptionof elements of a source text, universe of reference, thematic unit, textual progression, communicative purpose, informative relevance, relationship between texts. Our purpose with this investigation was to compare the performance of these two groups of students, in order to verify possible differences in performance between them and to look for evidence that canexplain them. Thus, we seek to answer these questions: is there a difference in linguistic performance between students with ADHD and students with a high level of attention? Is the linguistic performance of students with ADHD lower than that of students with a high level of attention? To what extent can the attention deficit contribute to the inefficient linguisticperformance of people with ADHD? We adopted some methodological procedures linked to quasi-experimental research and linked to the qualitative approach of investigation.Basically, we seek foundations in the literature on ADHD (BARKLEY, 2008, DUPAUL, George J., STONER, Gary, 2007, DSM-5)and in studies on text and language practices (BEAUGRADE, 1997, ANTUNES 2010, BRONCKART, 1999), and on the proposal of narrative structure found in Labov and Waletsky (1968) and Labov (1972). The results of this research show that there are differences in theperformance between thegroups of informants in the production of written texts. However, the evidence does not support our initial hypothesis that students with ADHD perform worse than students without the disorder. We found that in some ways GCA performsbetter than GET, but in others GET performs better; and there is also identical performance in some other aspects analyzed.