TDAH y aprendizaje
brechas en la traducción de la evidencia científica a la formación docente
Palabras clave:
TDAH, formação de professores, intervenções escolares, educação inclusiva, implementação de práticas baseadas em evidênciasResumen
Los programas de formación docente sobre TDAH aumentan el conocimiento de los profesores inmediatamente después de la intervención, pero el mantenimiento de esa ganancia y su transferencia a la práctica en el aula permanecen insuficientemente demostrados. Esta es la conclusión central de una revisión narrativa crítica de la literatura internacional y brasileña sobre neurobiología del TDAH, formación docente, intervenciones escolares y política educativa en Brasil. La síntesis reúne el estado del arte de las intervenciones escolares con evidencia empírica, lo que los estudios internacionales muestran sobre la retención de conocimiento y el cambio conductual tras programas de formación docente centrados en el TDAH, fundamentos de la neuroeducación relevantes para el tema, contribuciones de la ciencia de la implementación que ayudan a explicar por qué la buena evidencia no se traduce automáticamente en buena práctica, y el marco normativo brasileño, que incluye la Ley nº 14.254/2021, con mandato explícito de formación continua de profesores para la identificación y el manejo del TDAH. Como contribución propia, el artículo propone una agenda de investigación organizada en torno a la distinción entre eficacia de la intervención, eficacia de la formación docente y efectividad de la implementación, además de cuatro elementos conceptuales para una formación orientada al cambio de práctica, y no solo a la ganancia puntual de conocimiento.
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