<?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>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742010000100007</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transtorno de déficit de atenção/hiperatividade e psicologia histórico-cultural]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Eidt]]></surname>
<given-names><![CDATA[Nadia Mara]]></given-names>
</name>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tuleski]]></surname>
<given-names><![CDATA[Silvana Calvo]]></given-names>
</name>
</contrib>
</contrib-group>
<aff id="A07">
<institution><![CDATA[,Universidade Estadual de Maringá  ]]></institution>
<addr-line><![CDATA[PR ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2010</year>
</pub-date>
<volume>40</volume>
<numero>139</numero>
<fpage>121</fpage>
<lpage>146</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742010000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742010000100007&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742010000100007&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[O Transtorno de Déficit de Atenção e Hiperatividade tem sido evocado como justificativa corrente para o fracasso escolar de um número expressivo de crianças, atribuindo-se a elas a responsabilidade por não aprender e isentando de análise a escola e a sociedade nas quais estão inseridas. A situação se torna mais alarmante uma vez que a literatura a respeito aponta dificuldades no diagnóstico e na intervenção sobre esse tipo de transtorno, devidas à falta de clareza sobre o que é esse quadro clínico e em razão da não existência de estudos consistentes acerca das consequências futuras do uso de estimulantes nas crianças. Para discutir essas questões, a primeira parte do artigo apresenta a concepção hegemônica desse tipo de transtorno e sua compreensão do psiquismo infantil. A segunda parte aborda a maneira como a psicologia histórico-cultural analisa o desenvolvimento da atenção e o controle voluntário do comportamento humano, redimensionando a compreensão sobre o transtorno. Finalmente, são feitas algumas reflexões acerca do processo ensino-aprendizagem em crianças com desenvolvimento parcial das funções psicológicas superiores e do papel da psicologia e da pedagogia na compreensão do fenômeno para que sirvam de subsídio a medidas práticas em relação ao problema.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Attention-deficit hyperactivity disorder has been appointed as the current justification for the scholastic failings of a significant number of children, who are attributed responsibility for not learning and the school and the society in which they find themselves being exempt from analysis. The situation becomes much more alarming as the literature about it points out the difficulty of diagnosing and intervening in this type of disorder due to a lack of clarity about what its clinical symptoms are and the non-existence of consistent studies about the future consequences of the use of stimulants in children. To discuss these issues, the first part of the article presents the hegemonic concept of the disorder and its understanding of the child’s psyche. The second one deals with the way in which historical and cultural psychology analyses the development of attention and the voluntary control of human behavior, by given a new dimension to the understanding of the disorder. Finally, some reflections are offered about the teaching-learning process in children with partial development of superior psychological functions, as well as and the role of psychology and teaching in understanding this phenomenon so that they can provide support for the practical measures to be adopted with regard to the problem.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Déficit De Atenção]]></kwd>
<kwd lng="pt"><![CDATA[Hiperatividade]]></kwd>
<kwd lng="pt"><![CDATA[Vigotski]]></kwd>
<kwd lng="pt"><![CDATA[Ensino-Aprendizagem]]></kwd>
<kwd lng="en"><![CDATA[Attention-Deficit]]></kwd>
<kwd lng="en"><![CDATA[Hyperactivity]]></kwd>
<kwd lng="en"><![CDATA[Vygotsky]]></kwd>
<kwd lng="en"><![CDATA[Teaching-Learning]]></kwd>
</kwd-group>
</article-meta>
</front><body><![CDATA[   <font face="Arial, Helvetica, sans-serif"> <h2>Transtorno de d&eacute;ficit de  aten&ccedil;&atilde;o/hiperatividade e psicologia hist&oacute;rico-cultural.</h2> <h3>Attention-deficit hyperactivity disorder and historical and cultural  psychology.</h3>     <p>&nbsp;</p> <h4>Nadia Mara Eidt, Silvana  Calvo Tuleski    <br> </h4> </font>      ]]></body><back>
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