Made available in DSpace on 2014-12-17T14:00:17Z (GMT). No. of bitstreams: 1 ElaineLMV_DISSERT.pdf: 2834632 bytes, checksum: d810223032500a53c54e2d6645e17aee (MD5) Previous issue date: 2013-04-10 / This research investigates and reports the contributions of the Theatre of the Oppressed and its techniques as a therapeutic resource in the education of children with Attention Deficit Disorder with Hyperactivity. In the first chapter organize one studying theoretical seeking to conceptualize and understand the Learning, Attention Deficit Hyperactivity Disorder, seeking to better understand the behavior and the behavior of children with ADHD. Researching on the symptoms, causes and effects of this syndrome. Trace a relationship between familyschool- specialists in an attempt to prove the importance of family support in the teachinglearning process and treatment of these children. In the second chapter start conceptualizing theater, the relationship between work-Theatre-Education Therapy, explain the difference between the theatrical stage and the therapeutic stage. Account the importance of theater games in the classroom and its contribution to social and educational training of the child. Justify the choice of the Theatre of the Oppressed recognizing him as the primary method for this research, because it is a set of exercises, games and techniques that help the child regain equilibrium relations, developing autonomy, encourages creativity and spontaneity, freeing them from their oppression. Besides being an efficient transformation behavior, improving behavior, allowing the inclusion of children in society. It is verified the effectiveness of the method and techniques in their work with children Municipal School Professor. Antonio Severiano in Natal / RN, allowing these children develop body awareness, working senses, thought, memory, inhibition, teaching to expose your point of view, understand and deal with their emotions, respecting its limits and develop their motor and cognitive skills / Esta pesquisa investiga e relata as contribui??es do Teatro do Oprimido e de suas t?cnicas, como recurso terap?utico na forma??o da crian?a com Transtorno do D?ficit de Aten??o com Hiperatividade. No primeiro capitulo organizo um estudando te?rico buscando conceituar e entender a Aprendizagem, Aten??o e Hiperatividade, buscando entender melhor o comportamento e a conduta de crian?as com TDAH. Pesquiso sobre os sintomas, as causas e os efeitos dessa s?ndrome. Tra?o uma rela??o entre Fam?lia-escola-Especialistas, na tentativa de provar a import?ncia do acompanhamento familiar no processo de ensino-aprendizagem e no tratamento dessas crian?as. No segundo capitulo come?o conceituando teatro, trabalho a rela??o existente entre Teatro-Terapia-Educa??o, explico a diferen?a entre palco teatral e palco terap?utico. Relato a import?ncia dos jogos teatrais na sala de aula e sua contribui??o na forma??o social e educacional da crian?a. Justifico a escolha do Teatro do Oprimido reconhecendo-o como m?todo fundamental para essa pesquisa, por se tratar de um conjunto de exerc?cios, jogos e t?cnicas especiais que ajudam a crian?a recuperar o equil?brio das rela??es, desenvolve a autonomia, estimula a criatividade e a espontaneidade, libertando-a de suas opress?es. Al?m de ser um meio eficiente na transforma??o do comportamento, melhorando a conduta, permitindo a inser??o da crian?a na sociedade. Constata-se a efici?ncia do m?todo e de suas t?cnicas no trabalho desenvolvido com as crian?as da Escola Municipal Prof. Ant?nio Severiano em Natal/RN, permitindo a essas crian?as desenvolver uma consci?ncia corporal, trabalhar os sentidos, o pensamento, a mem?ria, a inibi??o, ensinando a expor seu ponto de vista, compreender e lidar com suas emo??es, respeitando seus limites e desenvolvendo suas habilidades motora e cognitiva