Introduction The pertaining to school education is basic for the emotional and cognitivo development of the children. To develop this process is the great exit that the professor pedagogo has to demonstrate its abilities and to know to surpass the deficiencies of each hiperativo pupil. The hiperativas children attract the attention of the school and mainly of the classmates due to its behavior, this pupil starts to be the attraction of the classmates, during the lessons this child the same does not stop in place, demanding of the professor an only attention. Leaving of the information of that the capacity of focar the attention and controlling the motricidade in environments with many stimulatons, as a classroom, significantly reduces the presence of the TDAH, it fits to the professor to search and to know the characteristics of this upheaval. Thus searching one better adequacy of the pedagogical resources in classroom, thus diminishing the tensions between the actors of this process. It is very important to have itself in mind that certain degree of carelessness hiperatividade occurs normally in the people.
Duly diagnosised and directed for a treatment, the professor must make use of an attendance special and differentiated the hiperativo pupil, as well as evaluating its strong points and the difficulties so that if he makes an attendance differentiated to its dficits. As he clarifies (Brioso and Sarri 1995, P. 164), the knowledge, on the part of the professor … it is necessary condition so that he provides to the adequate reply to the necessities Of the child … we must have in mind its difficulties of concentration during drawn out time, as well as selecting the excellent information in each problem, of form to structuralize and to carry through a task. Although the diverse forms of decurrent problems of the riot of the behavior, the hiperatividade is considered by its degree of complexity one of the factors that more intervene with the process teach-learning of the child.