<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Scientiarum. Education]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012016000300303</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v38i3.27206</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Conhecimentos dos docentes do 1º ciclo do ensino básico sobre o transtorno do déficit de atenção com hiperatividade]]></article-title>
<article-title xml:lang="en"><![CDATA[First grade teachers' knowledge about attention deficit hyperactivity disorder]]></article-title>
<article-title xml:lang="es"><![CDATA[Conocimientos de los docentes de la enseñanza primaria sobre el trastorno por déficit de atención e hiperactividad]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cruz]]></surname>
<given-names><![CDATA[Eduardo Batista Chaves]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Brito]]></surname>
<given-names><![CDATA[Cecília Mendes Espinho]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Trás-os-Montes e Alto Douro Escola de Ciências Humanas e Sociais Departamento de Educação e Psicologia]]></institution>
<addr-line><![CDATA[Quinta dos Prados ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2016</year>
</pub-date>
<volume>38</volume>
<numero>3</numero>
<fpage>303</fpage>
<lpage>308</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012016000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012016000300303&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012016000300303&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Transtorno do D&#233;ficit de Aten&#231;&#227;o com Hiperatividade (TDAH) &#233; um transtorno neurocomportamental que se caracteriza por padr&#245;es persistentes e n&#237;veis inadequados de desaten&#231;&#227;o e/ou hiperatividade-impulsividade. &#201; o transtorno mais frequente em idade escolar, pelo que se torna pertinente que o professor saiba intervir adequadamente, recorrendo a estrat&#233;gias educativas e comportamentais apropriadas, tendo em vista o sucesso acad&#234;mico e a integra&#231;&#227;o social. Atualmente, o TDAH &#233; provavelmente o transtorno da inf&#226;ncia mais estudado e com o qual os docentes do 1.&#186; Ciclo mais se debatem no seu quotidiano. Neste estudo, com o objetivo de identificar os conhecimentos que os docentes do 1.&#186; Ciclo do Ensino B&#225;sico possuem sobre esse transtorno e qual a influ&#234;ncia da experi&#234;ncia profissional na avalia&#231;&#227;o que eles fazem do seu conhecimento, elaborou-se e aplicou-se um question&#225;rio a uma amostra de duzentos e cinquenta docentes. Os resultados obtidos evidenciam que, na generalidade, os docentes, apesar de j&#225; terem trabalhado com crian&#231;as com TDAH, consideram o seu conhecimento satisfat&#243;rio, revelando a necessidade de uma maior forma&#231;&#227;o nesta &#225;rea.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT  The Attention Deficit Hyperactivity Disorder (ADHD) is a neurobehavioral disorder characterized by persistent patterns and inadequate levels of inattention and / or hyperactivity-impulsivity. It is the most frequent disorder of school age, and, therefore, it is relevant that teachers know how to intervene appropriately, using educational and behavioral strategies in view of academic success and social integration. Currently, ADHD is probably the most studied childhood disorder and also the one first grade teachers face the most in their daily lives. In this study, in order to identify the knowledge first grade teachers have on this disturbance and the influence of professional experience in the evaluation they make upon their knowledge, a questionnaire was developed and applied to a sample of two hundred and fifty teachers. The results show that, in general, although the teachers have already worked with children presenting ADHD, they consider their knowledge as satisfactory, indicating the need of more qualification in this area.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN  El Trastorno por D&#233;ficit de Atenci&#243;n e Hiperactividad (TDAH) es un transtorno neurocomportamental que se caracteriza por patrones persistentes y niveles inadecuados de desatenci&#243;n e/o hiperactividad-impulsividad. Es el trastorno m&#225;s frecuente en edad escolar, volvi&#233;ndose as&#237; pertinente que el maestro sepa intervenir adecuadamente, siguiendo estrategias educativas y de comportamentos apropiadas, teniendo en vista el &#233;xito acad&#233;mico y la integraci&#243;n social. Actualmente, el TDAH es probablemente el trastorno de la ni&#241;ez m&#225;s estudiado y con el cual los docentes de la Ense&#241;anza Primaria m&#225;s enfrentan problemas en su cotidiano. En el presente estudio, con el objetivo de identificar los conocimientos que estos docentes poseen sobre este trastorno y cu&#225;l la influencia de la experi&#234;ncia profesional en la evaluaci&#243;n que ellos hacen de su conocimiento, fue elaborado y aplicado un cuestionario a un muestreo de doscientos cincuenta docentes. Los resultados obtenidos evidencian que, en general, los docentes, a pesar de que ya hayan trabajado con ni&#241;os con TDAH, consideran su conocimiento satisfactorio, revelando la necesidad de una mayor formaci&#243;n en esta &#225;rea.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Conhecimento]]></kwd>
<kwd lng="pt"><![CDATA[Experiência Profissional]]></kwd>
<kwd lng="pt"><![CDATA[Professor]]></kwd>
<kwd lng="pt"><![CDATA[Formação]]></kwd>
<kwd lng="en"><![CDATA[Knowledge]]></kwd>
<kwd lng="en"><![CDATA[Professional Experience]]></kwd>
<kwd lng="en"><![CDATA[Teacher]]></kwd>
<kwd lng="en"><![CDATA[Training]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento]]></kwd>
<kwd lng="es"><![CDATA[Experiencia Profesional]]></kwd>
<kwd lng="es"><![CDATA[Maestro]]></kwd>
<kwd lng="es"><![CDATA[Formación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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