HYPERFOCUS AS A PATH TO INTEGRAL DEVELOPMENT: AN AFFECTIVE AND PEDAGOGICAL APPROACH

Abstract

This study discusses hyperfocus as a pedagogical potential within the teaching-learning process, particularly in the context of inclusive education. Traditionally associated with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD), hyperfocus is understood in this work as a form of intense concentration that can foster engagement, persistence, and meaningful learning when recognized and pedagogically mediated. The research aims to analyze how knowledge of students' interests, expressed through hyperfocus, can contribute to the promotion of integral development, considering its cognitive, social, and affective dimensions. Methodologically, this is a qualitative study that articulates a bibliographic survey with the analysis of a professional experience report, grounded in the theoretical contributions of Pestalozzi, Wallon, Vygotsky, Freire, among others. The results of the analysis indicate that valuing students' interests can strengthen affective bonds, increase engagement in the educational process, and favor deeper and more meaningful learning. It is concluded that hyperfocus, when understood and utilized as a pedagogical resource, can serve as an important path toward inclusive and humanizing educational practices aimed at the student's integral development.