TEACHER PERCEPTION OF STUDENTS WITH POSSIBLE DEVELOPMENTAL COORDINATION DISORDER (DCD) IN THE AMAZON CONTEXT: PERSPECTIVES AND CHALLENGES

Abstract

This article aims to conduct a literature review on teachers' perceptions of Developmental Coordination Disorder (DCD) in the classroom in the Amazon region. The study was based on scientific literature found in books, theses, papers presented at academic events, and national and international educational journals. Its composition included bibliographic research in the Brazilian Digital Library repository and in Scielo Brasil, focusing on works that discuss this topic. The survey took place over a ten-year period (2010 to 2020), focusing on research on DCD in teaching, based on teachers' perceptions found in scientific literature. The results showed that a large portion of the selected and analyzed articles on teachers' perceptions of possible Developmental Coordination Disorder (DCD), totaling 11 works, addressed different studies on DCD. Furthermore, the research promoted a discussion aligned with the principles of a critical approach, emphasizing active participation, dialogicity, and problematization as essential elements for transforming reality. Finally, the article advocates for the importance of engaged research and teaching, proposing a contextualized approach to DCD in the Amazon, considering its vast cultural and environmental diversity. As an alternative to improving the identified situation, we suggest an approach that integrates the study of the disorder as part of efforts to improve inclusion and educational quality in the region.