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The aim of this article is to explore the epistemic and practical conditions of production of the diagnosis of ADHD in Chilean schools. It develops along two main lines: 1) the role of schools in Chile in relation to the characteristics and treatment of this diagnostic category; and 2) the construction of the diagnosis in the classroom, analyzing the treatment of attentional behavior and the configuration of the ADHD Situation. We will conclude by considering student anxiety related to the diagnosis as an indicator of a clash of civilizational orders expressed in the modes of affective modulation performed in the classroom, wherein attempts will be made to resolve institutional violence by way of a demand for individual reform.

EXCESS OF ATTENTION. THE CONSTRUCTION OF A DISORDER IN CHILEAN SCHOOLS