Attention-Deficit Hyperactivity Disorder (ADHD), considered as the most commonly diagnosed behavioral disorder of childhood nowadays, is a frequent and controversial theme in society in general and also a great challenge for schools. Teachers have to deal with unexpected circumstances they are not prepared for and to manipulate discrepant discourses to organize their understanding of the situation. Furthermore, values and meanings underlying conceptions about ADHD influence the manner people deal with the situation. The present study investigated teachers' perception about ADHD and highlighted the complexity of the phenomenon when approaching the diversity of influences that involves it. Nine teachers' stories about their experiences with students diagnosed with ADHD were analyzed using the method of narrative interview. Results indicate that teachers' perception about the disorder is individualized, seen as pathologic, and their knowledge about the disorder is inconsistent. The data suggest that this theme should be deeper discussed by the society.
Interviews; Teachers; Perception; ADHD (Attention Dificit Disorder with Hyperactivity)