Concepção de si de alunos com TDAH, aprendizagem de inglês e o uso de ferramentas tecnológicas em tempos pandêmicos: um olhar pelo viés da complexidade

Abstract

Special education students are increasingly present in schools and universities in search of qualifications. Although there are laws that guarantee access to education, the retention and success of students depend on individual actions by teachers and institutions to promote education for all. Therefore, it is important to understand the complexities of learning, both those inherent to the specificities of students in inclusive education and those that arise as a result of them. In this context, the investigation aims to analyze the relationships between self-conceptions of students with ADHD, learning English and the use of technological tools through narratives produced by students at the Instituto Federal Sudeste de MG - Campus São João del-Rei. To this end, some guiding points were outlined: 1) identify the influencing factors in the conception of self through the social voices present in narratives and interviews in family and school contexts as they are initial and essential for socialization, in Bakhtin's terms (2011); 2) verify the relationships between the conception of self and the English learning process, based on the conditions of Complex emergence in the terms of Davis and Simmt (2003) and Davis and Sumara (2006); 3) analyze the impacts of using technological tools on language learning, mainly during Emergency Remote Education - ERE. To better understand the narratives, interviews and semi-structured questionnaires were carried out remotely, through Google Forms and Google Meet, due to the COVID-19 pandemic period. Complexity Theory served as investigative support by enabling understanding of the whole that characterizes the individual, taking into account the context and changes by allowing the same phenomena to be analyzed from the perspective of diversity and, thus, understanding the construction of the self in function of the other; and social identities based on individual and social experiences. Furthermore, it corroborates questions about language acquisition with an emphasis on dynamics, changes and context. The results indicate that the self-conception of students with ADHD was shaped by multiple factors, including their social interactions, school and family experiences, as well as stigmas associated with learning difficulties. There is a feedback process between the way the student sees and values himself, learning English and the use of technological tools in language learning.