PURPOSE: To identify the knowledge and the concepts established by teachers about attention and its relationship to learning. METHODS: The methodology used in this study was a survey and analysis of data collected by using a multiple choice questionnaire. The questionnaire had 4 questions regarding the practical attitudes of teachers about inattention and 8 questions regarding teachers' knowledge about attention, in which it was given a score. Data were analyzed qualitatively and quantitatively, by means of a descriptive statistical analysis and applying the nonparametric Kolmogorov-Smirnov test for analyzing data distribution. RESULTS: The results of this research showed that teachers, although knowing that there is difference between Attention Deficit Disorder (ADD) and inattention, have difficulty in identifying situations in which there are ADD and inattention, differentiating the dispersion and distraction, in order to identify situations involving attention and the factors that limit it. CONCLUSION: the teachers who took part in the survey gave evidence of inconsistent knowledge about the unfolding of attention and inattention, which is fundamental for subsidizing the daily practice.
Attention; Teaching; Learning
