<?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>0871-9187</journal-id>
<journal-title><![CDATA[Revista Portuguesa de Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Port. de Educação]]></abbrev-journal-title>
<issn>0871-9187</issn>
<publisher>
<publisher-name><![CDATA[Centro de Investigação em Educação. Instituto de Educação da Universidade do Minho]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0871-91872024000100219</article-id>
<article-id pub-id-type="doi">10.21814/rpe.26335</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Nível de conhecimento dos professores sobre o TDAH nas escolas públicas estaduais de Rondônia, no Brasil]]></article-title>
<article-title xml:lang="en"><![CDATA[Level of knowledge of teachers about ADHD in the public state schools of Rondônia, in Brazil]]></article-title>
<article-title xml:lang="es"><![CDATA[Nivel del conocimiento de los profesores sobre el TDAH en las escuelas públicas estatales de Rondonyà, en Brasil]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Marcos Antônio Shreder da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Kristensen]]></surname>
<given-names><![CDATA[Christian Haag]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio Grande do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>06</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>06</month>
<year>2024</year>
</pub-date>
<volume>37</volume>
<numero>1</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S0871-91872024000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S0871-91872024000100219&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S0871-91872024000100219&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O Transtorno de Déficit de Atenção e Hiperatividade (TDAH) é um transtorno prevalente na infância e na adolescência que apresenta desafios para os processos de ensino e aprendizagem. O objetivo deste estudo foi avaliar o nível de conhecimento dos professores das escolas públicas estaduais de Rondônia acerca do TDAH. A versão brasileira da Knowledge of Attention Deficit Disorders Scale (KADDS-Br) foi aplicada em 202 professores de 18 municípios de Rondônia. Análises descritivas e inferenciais foram conduzidas para explorar o grau de conhecimento, de equívocos e de lacunas sobre o TDAH, incluindo o escore total e três subescalas da KADDS-Br: características gerais, sintomas/diagnóstico e tratamento. Os professores que participaram do estudo evidenciaram um percentual de conhecimento sobre o TDAH de 52,67%, mas com relevantes equívocos (18,90%) e lacunas (28,48%). Em relação aos domínios específicos, o percentual de conhecimento apresentou alguma variabilidade, sendo mais evidente em relação aos sintomas/diagnósticos (69,54%) e menos proeminente sobre características gerais (46,45%) e tratamento (48,95%). O nível de conhecimento dos professores das escolas públicas estaduais de Rondônia sobre o TDAH é mediano, sugerindo a necessidade de formação específica sobre o transtorno.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The Attention Deficit Hyperactivity Disorder (ADHD) is a prevalent disorder in childhood and adolescence and presents challenges for the teaching and learning processes. Given this, it would be recommended that professionals working in the school context knew about the disorder, including aspects of diagnosis and treatment. This study aimed to assess the level of knowledge of teachers in state public schools in Rondônia about ADHD. The Brazilian version of the Knowledge of Attention Deficit Disorders Scale (KADDS-Br) was applied to 202 teachers from 18 municipalities in Rondônia. Descriptive and inferential analyses were conducted to explore the degree of knowledge, misunderstandings, and gaps about ADHD, including the total score and three subscales of KADDS-Br: general characteristics, symptoms/diagnosis, and treatment. The teachers who participated in the study showed a percentage of knowledge about ADHD of 52.67% but with relevant mistakes (18.90%) and gaps (28.48%). In relation to specific domains, the percentage of knowledge showed some variability, being more evident concerning symptoms/diagnoses (69.54%) and less prominent in general characteristics (46.45%) and treatment (48.95%). The level of knowledge of teachers in state public schools in Rondônia about ADHD is average, suggesting the need for specific training on the disorder.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El Trastorno por Déficit de Atención con Hiperactividad (TDAH) es un trastorno prevalente en la infancia y la adolescencia y presenta desafíos para los procesos de enseñanza y aprendizaje. Delante a esto, sería recomendable que los profesionales que trabajan en el contexto escolar tuvieran conocimientos sobre el trastorno, incluidos aspectos de diagnóstico y tratamiento. El objetivo de este estudio fue evaluar el nivel de conocimiento de los profesores de las escuelas públicas estatales de Rondonyà sobre el TDAH. Se aplicó la versión brasileña de la Escala de Conocimiento de los Trastornos por Déficit de Atención (KADDS-Br) a 202 profesores de 18 municipios de Rondonyà. Se realizaron análisis descriptivos e inferenciales para explorar el grado de conocimiento, malentendidos y lagunas sobre el TDAH, incluida la puntuación total y tres subescalas de KADDS-Br: características generales, síntomas/diagnóstico y tratamiento. Los docentes que participaron del estudio mostraron un porcentaje de conocimiento sobre el TDAH del 52,67%, pero con errores relevantes (18,90%) y lagunas (28,48%). Con relación a dominios específicos, el porcentaje de conocimiento mostró cierta variabilidad, siendo más evidente con relación a síntomas/diagnósticos (69,54%) y menos prominente en características generales (46,45%) y tratamiento (48,95%). El nivel de conocimiento de los profesores de las escuelas públicas estatales de Rondonyà sobre el TDAH es medio, lo que sugiere la necesidad de una formación específica sobre el trastorno.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[KADDS]]></kwd>
<kwd lng="pt"><![CDATA[TDAH]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="pt"><![CDATA[Conhecimento.]]></kwd>
<kwd lng="en"><![CDATA[KADDS]]></kwd>
<kwd lng="en"><![CDATA[ADHD]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="en"><![CDATA[Knowledge.]]></kwd>
<kwd lng="es"><![CDATA[KADDS]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="es"><![CDATA[Profesores]]></kwd>
<kwd lng="es"><![CDATA[Conocimiento.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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