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The aim of this review of the literature was to identify and analyze the Brazilian studies in the last 10 years on the relationship between Attention Deficit Hyperactivity Disorder (ADHD) and the academic achievement of children, adolescents, and adults. Method: A search of the scientific literature was conducted in the databases: Pepsic, Redalyc, and Scielo using the descriptors: “ADHD and school achievement”; “ADHD and academic achievement”;”ADHD and school performance”;”ADHD and academic performance”. It was considered publications from January 1, 2006, through December 31, 2016. Results: The studies demonstrated that there has been very little research in the area, it has been found 217 studies and only 9 studies analyzed after the application the exclusion criteria. Conclusion: It is believed that the ADHD has a negative influence on the academic achievement, it has been found only 3 studies that evaluated the academic achievement directly, the others studies evaluated variables that possibly influence the academic achievement.

Resultado de levantamento exaustivo - que localizou 71 estudos - das teses e das dissertações produzidas no Brasil, entre 1993 e 2007, sobre as diferenças de desempenho escolar entre os sexos, este artigo enfoca 21 trabalhos cujos achados nos pareceram mais relevantes. São pesquisas predominantemente qualitativas e que abordam, principalmente, as séries iniciais do Ensino Fundamental de escolas públicas em diferentes regiões do País, tanto em áreas urbanas como rurais. Permitem afirmar alguma homogeneidade na cultura escolar, em especial nessas séries, no que tange às opiniões das professoras, reafirmando diferenças de comportamento entre meninos e meninas e atribuindo essas diferenças à socialização familiar. São escassas as pesquisas que incorporam as falas das crianças e escassos os estudos sobre as camadas médias. Do ponto de vista teórico, poucas pesquisas articulam o gênero a outros determinantes sociais e raras demonstram uma apreensão complexa das relações de gênero no campo simbólico, para além da interação homem- mulher.This paper comes from a review of 71 Brazilian Master and Doctoral dissertations on gender differences in school achievement produced from 1993 to 2007 and focus on 21 studies selected by their special contributions. These are predominantly qualitative researches about public elementary schools from different regions of the country, covering urban and rural areas. It is possible to conclude that there is some homogeneity in Brazilian school culture, especially among teachers, who reinforce differences in discipline between girls and boys and attribute these differences to family socialization. Studies that consider children' speech and middle-class families are rare. From a theoretical point of view only a few researches work simultaneously with gender and other social conditions and there is a lack of more complex understanding of the concept of gender.