<?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>2178-5201</journal-id>
<journal-title><![CDATA[Acta Scientiarum. Education]]></journal-title>
<abbrev-journal-title><![CDATA[Acta Educ.]]></abbrev-journal-title>
<issn>2178-5201</issn>
<publisher>
<publisher-name><![CDATA[Editora da Universidade Estadual de Maringá - EDUEM]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2178-52012025000100218</article-id>
<article-id pub-id-type="doi">10.4025/actascieduc.v47i1.70406</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Transtorno do Déficit de Atenção/Hiperatividade (TDAH): análise da produção científica brasileira (2011-2022)]]></article-title>
<article-title xml:lang="es"><![CDATA[Trastorno por déficit de atención/hiperactividad (TDAH): análisis de la producción científica brasileña (2011-2022)]]></article-title>
<article-title xml:lang="en"><![CDATA[Attention deficit/hyperactivity disorder (TDAH): analysis of brazilian scientific production (2011-2022)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Redon]]></surname>
<given-names><![CDATA[Silvano Aparecido]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cartaxo]]></surname>
<given-names><![CDATA[Simone Regina Manosso]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Federal do Paraná  ]]></institution>
<addr-line><![CDATA[Palmas Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual de Ponta Grossa  ]]></institution>
<addr-line><![CDATA[Ponta Grossa Paraná]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2178-52012025000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2178-52012025000100218&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2178-52012025000100218&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO. O objetivo deste artigo é apresentar os resultados de uma revisão integrativa de literatura sobre o TDAH, transtorno do déficit de atenção/hiperatividade, a fim de informar o que está sendo produzido pela literatura científica brasileira sobre o TDAH na sua relação com o ensino, a aprendizagem e o processo de medicalização no âmbito da escola. O estudo incluiu 64 trabalhos: oito teses e dissertações e 56 artigos organizados em quatro categorias, conforme a Análise de Conteúdo temática proposta por Bardin (2016): a) TDAH e medicalização da aprendizagem; b) contribuições da Teoria Histórico-Cultural para a compreensão do TDAH; c) revisão de literatura da produção brasileira sobre o TDAH; e d) estratégias pedagógicas para estudantes com TDAH. Os resultados mostraram que o TDAH é uma das categorias médicas mais controversas da psiquiatria infantil, de um modo geral, determinado a partir da entrada da criança na escola e decorrente de múltiplos fatores - social, político, econômico, educacional e biomédico; além disso, os estudos conduzidos por pesquisadores das áreas das ciências humanas e sociais apresentaram importantes contribuições para a crítica aos determinismos biológicos que incidem sobre as crianças diagnosticadas ou que apresentam sinais considerados sintomas do TDAH.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN.  El objetivo de este artículo es presentar los resultados de una revisión integrativa de la literatura sobre el TDAH, trastorno por déficit de atención con hiperactividad, con el fin de informar lo que está siendo producido por la literatura científica brasileña sobre el TDAH en su relación con la enseñanza, el aprendizaje y el proceso de medicalización dentro de la escuela. El estudio incluyó 64 trabajos: ocho tesis y disertaciones y 56 artículos organizados en cuatro categorías, según el Análisis de Contenido temático propuesto por Bardin (2016): a) TDAH y medicalización del aprendizaje; b) aportes de la Teoría Histórico Cultural para la comprensión del TDAH; c) revisión de literatura de la producción brasileña sobre TDAH; y d) estrategias pedagógicas para estudiantes con TDAH. Los resultados revelaron que el TDAH es una de las categorías médicas más controvertidas de la psiquiatría infantil, de modo general, determinado a partir del ingreso del niño en la escuela y resultante de múltiples factores: social, político, económico, educativo y biomédico; además, los estudios encabezados por investigadores de las áreas de ciencias humanas y sociales han presentado grandes contribuciones a la crítica a los determinismos biológicos que inciden sobre los niños diagnosticados o que presentan señales que se consideran síntomas de TDAH.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT. This article aims at presenting the results of a literature integrative review on ADHD, that is, attention deficit hyperactivity disorder, to gather information about the Brazilian scientific literature production on ADHD and its relations with teaching, learning, and medicalization in the school context. The study included 64 works, out of which eight were theses and dissertations and 56 were articles organized in four categories according to the thematic content analysis proposed by Bardin (2016) as follows: a) ADHD and learning medicalization; b) contributions of the Historical-Cultural theory to the ADHD understanding; c) literature review focusing on the Brazilian production on ADHD; and d) pedagogical strategies and ADHD students. The results showed that ADHD is one of the most controversial medical categories in child psychiatry in general, determined from the child&#8217;s school entrance and resulting from multiple factors, namely, social, political, economic, educational, and biomedical. In addition, studies conducted by researchers in the human and social sciences presented relevant contributions to the criticism of the biological determinism that impacts diagnosed children or those presenting ADHD-like symptoms.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[aprendizagem]]></kwd>
<kwd lng="pt"><![CDATA[escola]]></kwd>
<kwd lng="pt"><![CDATA[medicalização]]></kwd>
<kwd lng="pt"><![CDATA[revisão]]></kwd>
<kwd lng="pt"><![CDATA[TDAH.]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[escuela]]></kwd>
<kwd lng="es"><![CDATA[medicalización]]></kwd>
<kwd lng="es"><![CDATA[revisión]]></kwd>
<kwd lng="es"><![CDATA[TDAH]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[school]]></kwd>
<kwd lng="en"><![CDATA[medicalization]]></kwd>
<kwd lng="en"><![CDATA[review]]></kwd>
<kwd lng="en"><![CDATA[ADHD]]></kwd>
</kwd-group>
</article-meta>
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