Desafios das práticas docentes com ênfase no processo de inclusão de alunos com Transtorno Opositor Desafiador

Abstract

The study investigates the challenges faced by teachers in the process of including students diagnosed with Oppositional Defiant Disorder (ODD), a behavioral disorder characterized by persistent attitudes of disobedience, hostility, and opposition to authority figures. The study highlights that, in the school context, ODD manifests in difficulties adapting to rules, aggressiveness, and resistance to guidance, requiring teachers to have socio-emotional skills and specific pedagogical practices. The research, with a qualitative approach, used a case study and was developed through semi-structured interviews. The participants reported experiences with students diagnosed with ODD, pointing out the lack of specific training, the absence of institutional and multidisciplinary support, and the difficulty of involving families as the main obstacles to effective inclusion. The theoretical review was based on authors such as Kazdin (2000), Frick (2004), Cameron (2004), and Teixeira (2015), who address the importance of positive reinforcement, pedagogical mediation, and the collaborative work between school, family, and health professionals. It is concluded that teacher training should be revitalized to encompass diversity and the demands of inclusion, incorporating the study of behavioral disorders in both initial and ongoing training. The research reinforces the need for partnerships between school, family, and specialized professionals in order to build a welcoming and inclusive school environment capable of promoting the holistic development of students with ODD.