Interactions between educators and children as a principle of educational practice:

Anelise de Oliveira Rodrigues Ane — 2025-09-26

This article aims to investigate the influence of pedagogical interactions in the construction of a humanizing education. The methodological approach adopted is based on a bibliographical study of a qualitative nature, based especially on the ideas of Paulo Freire, as well as the contributions of other authors dedicated to the study of the topic, in addition to references from Brazilian legislation. The central hypothesis is that the interactions established in the school universe constitute educational activities and can contribute to the construction of a humanizing education. The analysis carried out demonstrates that the educational system and the relationships within it can shape perspectives, reinforce certain narratives and influence how individuals think, understand and position themselves in the world. In summary, it is concluded that the quality of interactions between educators and children can be decisive for the effectiveness of pedagogical practice, essentially when imbued with love, dialogue and respect. This mode of interaction contributes significantly to the construction of a humanizing education which, in turn, strengthens educational practice as a process that not only transmits knowledge, but also fosters dignity.

Psychoeducation for adults with Attention Deficit Hyperactivity Disorder: A systematic review

Gabriela Costa Alves — 2025-09-26

Attention Deficit Hyperactivity Disorder (ADHD) is characterized by the persistent manifestation of symptoms of inattention, hyperactivity and impulsivity. Non-pharmacological approaches are fundamental to developing effective skills for controlling and managing symptoms. This study aimed to characterize scientific publications that used psychoeducation as an intervention strategy for adults with ADHD. A systematic review was carried out, based on the PRISMA method, in the Scielo, PePSIC, PubMED, APA, SCOPUS and Web of Science databases, using the descriptors: “attention deficit disorder with hyperactivity”, “psychoeducation”, “health education” and “adult”. The search resulted in 648 articles and, after analyzing the eligibility criteria, 9 articles were selected and analyzed. In all studies, psychoeducation was used as an intervention for adults with ADHD. Furthermore, complementary strategies and the use of digital applications to transmit psychoeducational content were identified. Some studies specifically targeted adults in college settings, while others included family members in the interventions. The results revealed that psychoeducation is an effective strategy for adults with ADHD. The results indicated an improvement in the central symptoms of the disorder, in comorbid symptoms, as well as an increase in self-knowledge, awareness, motivation, autonomy and the individual's active participation in their own treatment. In short, the results highlight the importance of incorporating psychoeducation as an integral part of interdisciplinary work in promoting the health of adults with ADHD, with a view to developing more adaptive skills to deal with the disorder.

EduSer

Interactions between educators and children as a principle of educational practice:

Psychoeducation for adults with Attention Deficit Hyperactivity Disorder: A systematic review