<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2318-1982</journal-id>
<journal-title><![CDATA[Série-Estudos]]></journal-title>
<abbrev-journal-title><![CDATA[Sér.-Estud.]]></abbrev-journal-title>
<issn>2318-1982</issn>
<publisher>
<publisher-name><![CDATA[Universidade Católica Dom Bosco]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2318-19822018000100223</article-id>
<article-id pub-id-type="doi">10.20435/serie-estudos.v23i47.959</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A medicalização da vida escolar: incoerências na conceituação do TDAH]]></article-title>
<article-title xml:lang="en"><![CDATA[The medicalization of school life: incoherencies in the conceptualization of TDAH]]></article-title>
<article-title xml:lang="es"><![CDATA[La medicalización de la vida escolar: incoherencias en la conceptualización del TDAH]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Coutinho]]></surname>
<given-names><![CDATA[Mayara Karolina Alvarenga Recaldes Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araujo]]></surname>
<given-names><![CDATA[Doracina Aparecida de Castro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Mato Grosso do Sul  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2018</year>
</pub-date>
<volume>23</volume>
<numero>47</numero>
<fpage>223</fpage>
<lpage>239</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2318-19822018000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2318-19822018000100223&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2318-19822018000100223&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Artigo de revis&#227;o bibliogr&#225;fica sobre a medicaliza&#231;&#227;o da Educa&#231;&#227;o a partir da queixa de d&#233;ficit de aten&#231;&#227;o e hiperatividade proveniente da escola e demandante de diagn&#243;stico m&#233;dico e/ou psicol&#243;gico. O objetivo deste artigo &#233; apresentar a contribui&#231;&#227;o de autores nacionais e latino-americanos &#224; cr&#237;tica da medicaliza&#231;&#227;o da vida e do processo ensino-aprendizagem, marcado pelas explica&#231;&#245;es biol&#243;gicas sobre o comportamento do aluno, especialmente daquele identificado como desatento e/ou inquieto sobre o qual se ap&#245;e o diagn&#243;stico de Transtorno do D&#233;ficit de Aten&#231;&#227;o e Hiperatividade (TDAH). O material para an&#225;lise foi selecionado pelo crit&#233;rio de relev&#226;ncia de autoria, a partir da busca em artigos e cap&#237;tulos de livros que tinham como tema principal medicaliza&#231;&#227;o e TDAH. A an&#225;lise qualitativa permite concluir que a medicaliza&#231;&#227;o est&#225; inserida no processo de biologiza&#231;&#227;o da vida e corresponde &#224; transposi&#231;&#227;o das explica&#231;&#245;es pr&#243;prias do campo m&#233;dico para as quest&#245;es inerentes a outros campos, como a Educa&#231;&#227;o. Quanto ao TDAH, trata-se de um transtorno mental que materializa a medicaliza&#231;&#227;o da Educa&#231;&#227;o e sobre o qual ainda n&#227;o h&#225; um consenso te&#243;rico. S&#227;o apontadas, ainda, as incoer&#234;ncias internas nos crit&#233;rios diagn&#243;sticos do TDAH erigidos pelo Manual diagn&#243;stico e Estat&#237;stico de Transtornos Mentais e algumas implica&#231;&#245;es da medicaliza&#231;&#227;o para o sujeito diagnosticado e para o contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: Article of bibliographic review about the medicalization of Education from the complaint of attention deficit hyperactivity disorder proceeding from the school and demanding a medical and/or psychological diagnosis. The aim of this article is to present the contribution of national and Latin-American authors to the critique of the medicalization of life and the teaching-learning process, marked by biological explanations about the student's behavior, especially that identified as inattentive and/or unquiet about which affixes to the diagnosis of Transtorno do Attencion Deficit Hiperacitivity Disorder (TDAH). The material for analysis was selected by criteria of relevance of authorship, from the search in articles and book chapters that had as its main theme medicalization and TDAH The qualitative analysis shows that the medicalization is inserted in the biologization process of life and corresponds to the transposition of own explanations of the medical field to the issues inherent in other fields, such as Education. About the TDAH, it is a mental disorder that materializes the medicalization of Education and about which there isn't still a theoretical consensus. It is pointed out, also, internal incoherencies in the TDAH diagnostic criteria erected by the Diagnostic and Statistical Manual of Mental Disorders and some implications of the medicalization to the individual diagnosed and to the school context.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Art&#237;culo de revisi&#243;n bibliogr&#225;fica sobre la medicalizaci&#243;n de la educaci&#243;n a partir de la queja de d&#233;ficit de atenci&#243;n e hiperactividad proveniente de la escuela y demandante de diagn&#243;stico m&#233;dico y / o psicol&#243;gico. El objetivo de este art&#237;culo es presentar la contribuci&#243;n de autores nacionales y latinoamericanos a la cr&#237;tica de la medicalizaci&#243;n de la vida y del proceso ense&#241;anza-aprendizaje, marcado por las explicaciones biol&#243;gicas sobre el comportamiento del alumno, especialmente de aquel identificado como desatento y / o inquieto sobre el cual se apunta el diagn&#243;stico de Trastorno del D&#233;ficit de Atenci&#243;n y Hiperactividad (TDAH). El material para an&#225;lisis fue seleccionado por el criterio de relevancia de autor&#237;a, a partir de la b&#250;squeda en art&#237;culos y cap&#237;tulos de libros que ten&#237;an como tema principal medicalizaci&#243;n y TDAH. El an&#225;lisis cualitativo permite concluir que la medicalizaci&#243;n est&#225; inserta en el proceso de biologizaci&#243;n de la vida y corresponde a la transposici&#243;n de las explicaciones propias del campo m&#233;dico para las cuestiones inherentes a otros campos, como la Educaci&#243;n. En cuanto al TDAH, se trata de un trastorno mental que materializa la medicalizaci&#243;n de la Educaci&#243;n y sobre el cual a&#250;n no hay un consenso te&#243;rico. Se se&#241;alan, adem&#225;s, las incoherencias internas en los criterios diagn&#243;sticos del TDAH erigidos por el Manual diagn&#243;stico y Estad&#237;stico de Trastornos Mentales y algunas implicaciones de la medicalizaci&#243;n para el sujeto diagnosticado y para el contexto escolar.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[medicalização]]></kwd>
<kwd lng="pt"><![CDATA[TDAH]]></kwd>
<kwd lng="pt"><![CDATA[educação]]></kwd>
<kwd lng="en"><![CDATA[medicalization]]></kwd>
<kwd lng="en"><![CDATA[TDAH]]></kwd>
<kwd lng="en"><![CDATA[education]]></kwd>
<kwd lng="es"><![CDATA[medicalización]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="es"><![CDATA[educación]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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