Attention Deficit Hyperactivity Disorder (ADHD) is a widely discussed special educational issue in Western contexts and developed countries. By contrast, limited information is available about ADHD in Eastern contexts and developing countries. In India in particular, the only available information is about the medical perspective of ADHD; little or no attention is given to social or educational perspectives. DSM IV criteria are the most commonly used standard assessment procedures. However, limited research is reported to discuss the potential cultural influences of this North American model. The present study examines the incidence and interpretation of ADHD within the context of five mainstream schools in Trivandrum, South India. It also explored cultural influences impact upon the cultural validity and reliability of DSM IV criteria when introduced into a South Indian context. In order to identify children with ADHD characteristics, culturally valid assessment tools such as behaviour checklist and behaviour rating scales, were developed from DSM IV (TR) symptoms criteria. Qualitative data was gathered from the five sample schools during the academic year of 2006-07 using a variety of methods including in-depth interviews (with 21 teachers), classroom observations (of 26 children), rating scale and document scrutiny. The case study method was adopted to gain in-depth information about the identified children. Informal interviews with parents (24) were also utilised to triangulate the information gathered from the school contexts. Qualitative data analysis techniques such as open coding and case analysis were used to assess children's behavioural characteristics and difficulties. The findings indicate that three percent of children (21) had ADHD characteristics within the sample schools. Some of the findings are consistent with the studies reported in Western contexts. There are also some contrasting results: a) most of the identified children had inattention rather than hyperactivity characteristics, b) a higher number of children with ADHD characteristics were from lower socio-economic backgrounds, c) teachers used coercive methods of physical punishments and sanctions as they interpreted the children's ADHD characteristics as a result of their lack of interest in learning. Most importantly, though DSM IV (TR) criteria are useful in identifying ADHD, two items of the 'symptoms' criteria were not identifiable within the present context of the sample schools. The findings suggest that socio-cultural factors do influence the validity and reliability of DSM IV criteria. The study has implications not only for further research but also for planning and policy making in the field of education for all. The conclusions suggest that an educational provision should be considered with regards to the varied and complex needs of children with special educational needs such as ADHD. Teacher education programmes should be enhanced with positive intervention strategies.

A investigação apresentada nesta tese consiste em um esforço por lançar um olhar antropológico acerca do tema do ensino de Sociologia na escola básica. Esta questão ganhou maior atenção acadêmica no contexto do retorno da obrigatoriedade da presença da disciplina nos currículos do Ensino Médio, por meio do Parecer CNE/CEB 38/2006 e pela Lei 11.684/2008. Nesta pesquisa, busca-se tomar um desvio da perspectiva pedagógica e normativa que vem animando boa parte dos trabalhos sobre o tema, comprometida em justificar e delinear parâmetros para o ensino da Sociologia na escola. Diferentemente, parte-se de um entendimento antropológico sobre o processo de aprendizagem e o conhecimento científico, especialmente ancorando-se nas perspectivas da “aprendizagem situada” de Jean Lave e da “educação da atenção” de Tim Ingold. Entende-se que os professores e estudantes de licenciatura em Ciências Sociais são permanentes aprendizes da prática da docência da Sociologia e, com isso, procura-se identificar quais os espaços privilegiados de participação em práticas de aprendizagem da docência durante a formação universitária e como ela ocorre. Para isso, foi realizada pesquisa etnográfica junto a escolas de educação básica, ao Programa de Bolsas de Iniciação à Docência (PIBID) das Ciências Sociais e junto à disciplina de Estágio de Docência do curso de licenciatura em Ciências Sociais, ambos da Universidade Federal do Rio Grande do Sul (UFRGS). Busca-se menos identificar ou definir as especificidades da docência da Sociologia na escola e mais atentar para os modos pelos quais ela “vaza”, seguindo em um movimento de correspondência com o mundo. / The research presented in this thesis consists in an effort to launch an anthropological approach on Sociology teaching in basic education. This issue has gained more academic attention in the context of the return of the mandatory presence of the subject in high school curricula, through 38/2006 CNE/CEB appraisal and the federal law 11.684/2008. In this research, I try to take a detour from pedagogical and normative perspective which grounds much of the recent research on the subject, committed to justify and outline parameters for Sociology teaching in school. In contrast, I start from an anthropological understanding of learning process and scientific knowledge, especially based on the perspectives of Jean Lave’s “situated learning" and Tim Ingold’s "education of attention". It is understood that teachers and undergraduate students in Social Sciences are permanent learners of teaching Sociology practice and, therefore, we seek to identify which are the privileged spaces of participation in teaching learning practices during university education and how it occurs. For this, ethnographic research was conducted among basic education schools, the Federal Program for Introduction to Teaching (PIBID) of the Social Sciences and the Teaching Internship of Social Sciences degree course, both from the Federal University of Rio Grande do Sul (UFRGS). I attempted less to identify or define the specific features of Sociology teaching at school and more to attend to the ways in which it "leaks", following in a correspondence movement with the world.

A investigação apresentada nesta tese consiste em um esforço por lançar um olhar antropológico acerca do tema do ensino de Sociologia na escola básica. Esta questão ganhou maior atenção acadêmica no contexto do retorno da obrigatoriedade da presença da disciplina nos currículos do Ensino Médio, por meio do Parecer CNE/CEB 38/2006 e pela Lei 11.684/2008. Nesta pesquisa, busca-se tomar um desvio da perspectiva pedagógica e normativa que vem animando boa parte dos trabalhos sobre o tema, comprometida em justificar e delinear parâmetros para o ensino da Sociologia na escola. Diferentemente, parte-se de um entendimento antropológico sobre o processo de aprendizagem e o conhecimento científico, especialmente ancorando-se nas perspectivas da “aprendizagem situada” de Jean Lave e da “educação da atenção” de Tim Ingold. Entende-se que os professores e estudantes de licenciatura em Ciências Sociais são permanentes aprendizes da prática da docência da Sociologia e, com isso, procura-se identificar quais os espaços privilegiados de participação em práticas de aprendizagem da docência durante a formação universitária e como ela ocorre. Para isso, foi realizada pesquisa etnográfica junto a escolas de educação básica, ao Programa de Bolsas de Iniciação à Docência (PIBID) das Ciências Sociais e junto à disciplina de Estágio de Docência do curso de licenciatura em Ciências Sociais, ambos da Universidade Federal do Rio Grande do Sul (UFRGS). Busca-se menos identificar ou definir as especificidades da docência da Sociologia na escola e mais atentar para os modos pelos quais ela “vaza”, seguindo em um movimento de correspondência com o mundo. / The research presented in this thesis consists in an effort to launch an anthropological approach on Sociology teaching in basic education. This issue has gained more academic attention in the context of the return of the mandatory presence of the subject in high school curricula, through 38/2006 CNE/CEB appraisal and the federal law 11.684/2008. In this research, I try to take a detour from pedagogical and normative perspective which grounds much of the recent research on the subject, committed to justify and outline parameters for Sociology teaching in school. In contrast, I start from an anthropological understanding of learning process and scientific knowledge, especially based on the perspectives of Jean Lave’s “situated learning" and Tim Ingold’s "education of attention". It is understood that teachers and undergraduate students in Social Sciences are permanent learners of teaching Sociology practice and, therefore, we seek to identify which are the privileged spaces of participation in teaching learning practices during university education and how it occurs. For this, ethnographic research was conducted among basic education schools, the Federal Program for Introduction to Teaching (PIBID) of the Social Sciences and the Teaching Internship of Social Sciences degree course, both from the Federal University of Rio Grande do Sul (UFRGS). I attempted less to identify or define the specific features of Sociology teaching at school and more to attend to the ways in which it "leaks", following in a correspondence movement with the world.

A investigação apresentada nesta tese consiste em um esforço por lançar um olhar antropológico acerca do tema do ensino de Sociologia na escola básica. Esta questão ganhou maior atenção acadêmica no contexto do retorno da obrigatoriedade da presença da disciplina nos currículos do Ensino Médio, por meio do Parecer CNE/CEB 38/2006 e pela Lei 11.684/2008. Nesta pesquisa, busca-se tomar um desvio da perspectiva pedagógica e normativa que vem animando boa parte dos trabalhos sobre o tema, comprometida em justificar e delinear parâmetros para o ensino da Sociologia na escola. Diferentemente, parte-se de um entendimento antropológico sobre o processo de aprendizagem e o conhecimento científico, especialmente ancorando-se nas perspectivas da “aprendizagem situada” de Jean Lave e da “educação da atenção” de Tim Ingold. Entende-se que os professores e estudantes de licenciatura em Ciências Sociais são permanentes aprendizes da prática da docência da Sociologia e, com isso, procura-se identificar quais os espaços privilegiados de participação em práticas de aprendizagem da docência durante a formação universitária e como ela ocorre. Para isso, foi realizada pesquisa etnográfica junto a escolas de educação básica, ao Programa de Bolsas de Iniciação à Docência (PIBID) das Ciências Sociais e junto à disciplina de Estágio de Docência do curso de licenciatura em Ciências Sociais, ambos da Universidade Federal do Rio Grande do Sul (UFRGS). Busca-se menos identificar ou definir as especificidades da docência da Sociologia na escola e mais atentar para os modos pelos quais ela “vaza”, seguindo em um movimento de correspondência com o mundo. / The research presented in this thesis consists in an effort to launch an anthropological approach on Sociology teaching in basic education. This issue has gained more academic attention in the context of the return of the mandatory presence of the subject in high school curricula, through 38/2006 CNE/CEB appraisal and the federal law 11.684/2008. In this research, I try to take a detour from pedagogical and normative perspective which grounds much of the recent research on the subject, committed to justify and outline parameters for Sociology teaching in school. In contrast, I start from an anthropological understanding of learning process and scientific knowledge, especially based on the perspectives of Jean Lave’s “situated learning" and Tim Ingold’s "education of attention". It is understood that teachers and undergraduate students in Social Sciences are permanent learners of teaching Sociology practice and, therefore, we seek to identify which are the privileged spaces of participation in teaching learning practices during university education and how it occurs. For this, ethnographic research was conducted among basic education schools, the Federal Program for Introduction to Teaching (PIBID) of the Social Sciences and the Teaching Internship of Social Sciences degree course, both from the Federal University of Rio Grande do Sul (UFRGS). I attempted less to identify or define the specific features of Sociology teaching at school and more to attend to the ways in which it "leaks", following in a correspondence movement with the world.