<?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>2526-7647</journal-id>
<journal-title><![CDATA[Obutchénie. Revista de Didática e Psicologia Pedagógica]]></journal-title>
<abbrev-journal-title><![CDATA[Obutchénie: R. de Didat. e Psic. Pedag.]]></abbrev-journal-title>
<issn>2526-7647</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Uberlândia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-76472023000200307</article-id>
<article-id pub-id-type="doi">10.14393/obv7n2.a2023-57167</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Um olhar da psicologia histórico-cultural sobre as ações das pedagogas diante do TDAH e a dislexia]]></article-title>
<article-title xml:lang="es"><![CDATA[Una mirada desde la psicología histórico-cultural sobre la actuación de los pedagogos en el TDAH y la dislexia]]></article-title>
<article-title xml:lang="en"><![CDATA[A look from historical-cultural psychology about the pedagogues&#8217; actions in ADHD and dyslexia]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Vechiatto]]></surname>
<given-names><![CDATA[Lorena]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Leonardo]]></surname>
<given-names><![CDATA[Nilza S. T.]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Maringá Programa de Pós-Graduação em Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Maringá Programa da Pós-Graduação em Psicologia e do curso de Psicologia ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>05</month>
<year>2023</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-76472023000200307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-76472023000200307&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-76472023000200307&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO Tendo o objetivo de investigar quais são as ações das pedagogas a partir da confirmação dos diagnósticos de Transtorno de Déficit de Atenção e Hiperatividade (TDAH) e a Dislexia, realizou-se uma pesquisa de campo com duas profissionais de escola pública e outras duas de escola privada. Os dados foram coletados por meio de entrevista semiestruturada e analisados a partir da realidade concreta, na qual as pedagogas estão inseridas, e suas condições objetivas de apropriação do papel social que devem executar diante dos denominados problemas de aprendizagem e de comportamento dos seus alunos. Concluiu-se que ambas as escolas utilizam o diagnóstico para respaldarem suas ações com foco no indivíduo e assegurar que os professores tenham ciência de que seu aluno é portador de um &#8220;transtorno&#8221;. Desse modo, as pedagogas não reconhecem que é o conjunto de suas ações o caminho para formação e desenvolvimento do aluno e sentem-se inseguras e despreparadas para trabalhar com os alunos diagnosticados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Con el objetivo de investigar cuáles son las acciones de los pedagogos a partir de la confirmación de los diagnósticos de Trastorno por Déficit de Atención con Hiperactividad (TDAH) y Dislexia, se realizó una investigación de campo con dos profesionales de una escuela pública y otros dos de una escuela privada. Los datos fueron recolectados a través de entrevistas semiestructuradas y analizados a partir de la realidad concreta en la que se insertan los pedagogos, y sus condiciones objetivas de apropiación del rol social que deben desempeñar frente a los denominados problemas de aprendizaje y conducta de sus estudiantes. Se concluyó que ambas escuelas utilizan el diagnóstico para sustentar sus acciones con un enfoque en el individuo y lograr que los maestros sean conscientes de que su estudiante tiene un &#8220;trastorno&#8221;. De esta forma, los pedagogos no reconocen que el conjunto de sus acciones es el camino para la formación y desarrollo del alumno y se sienten inseguros y poco preparados para trabajar con los alumnos diagnosticados.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT Aiming to investigate what are the pedagogues' practices from the Attention Deficit Hyperactivity Disorder and Dyslexia diagnosis, a field research was carried out with two public school professionals and two private school professionals. Data were collected through semi-structured interviews and analyzed from the concrete reality, in which the pedagogues are inserted and their objective conditions for the appropriation of the social role they must perform in face of their students' learning and behavior problems. It was concluded that both schools use the diagnosis to support their actions focusing on the individual and ensuring that teachers are aware that their student has a "disorder". In this way, the pedagogues don't recognize that the set of their actions is the path for student's formation and development and they feel insecure and unprepared to work with the diagnosed students.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Psicologia Histórico-cultural]]></kwd>
<kwd lng="pt"><![CDATA[Diagnóstico]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno de aprendizagem e comportamento]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="es"><![CDATA[Psicología histórico-cultural]]></kwd>
<kwd lng="es"><![CDATA[Diagnóstico]]></kwd>
<kwd lng="es"><![CDATA[Trastorno del aprendizaje y del comportamiento]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="en"><![CDATA[Historical-Cultural Psychology]]></kwd>
<kwd lng="en"><![CDATA[Diagnosis]]></kwd>
<kwd lng="en"><![CDATA[Learning disorder and behavior]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
</kwd-group>
</article-meta>
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