The School and the Silent Epidemic of Psychopathologization and Medicalization

• Autor(a) principal: Rozeira, Carlos Henrique Barbosa
• Data de Publicação: 2024
• Outros Autores: Vicente , Amanda Cabral Daniel, Maette , Carla Corê, Pinheiro, Carlos Alberto Alves, Zanon , Danielle da Silva, Queiroz, Eduardo de Freitas, Pacheco, Everton Bonato, D'Elia , Gabriela Fagundes Barros, Souza , Izabel Cristina Venuto Ferreira de, Ferreira, João Paulo Gonçalves, Oliveira, Jonce de, Santos, Julio Henrique Vicente dos, Silva, Marcos Fernandes da, Oliveira , Renatta da Silva de, Mozer, Virna Lisi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Brazilian Journal of Implantology and Health Sciences
• Texto Completo: https://bjihs.emnuvens.com.br/bjihs/article/view/1732
• topic: Psicopatologização; Patologização; Medicalização; Educação; Saúde mental; Psychopathologization; Pathologization; Medicalization; Education; Mental health

On the path of education, a silent shadow creeps through school corridors, turning everyday challenges into clinical diagnoses. It's the specter of psychopathologization in education, where behaviors are labeled, symptoms are medicated, and students' uniqueness is lost in pursuit of an illusory normalcy. The simple act of being different, of challenging the status quo, is enough to be labeled as abnormality, fueling a thriving industry of medications seeking to correct what isn't necessarily wrong. The root of this phenomenon can be traced back to the remnants of World War II, when the therapeutic revolution paved the way for the medicalization of life, turning social problems into health issues. Since then, hygienist ideals have seeped into education, shaping a culture of excessive diagnosis and pharmacological interventions that obscure the true nature of the challenges faced by students. But who benefits from this process? Certainly not the students, whose diversity and uniqueness are suppressed under the weight of labels and prescriptions. Not the teachers, burdened with the responsibility of addressing complex problems through simplistic solutions. Perhaps, it's the commercial interests profiting from turning education into a market for medications, where every academic failure becomes a sales opportunity. However, there is hope. Recognizing psychopathologization in education is the first step to undoing its bonds. It's understanding that school problems are not simply medical issues, but manifestations of social injustices, academic pressures, and lack of emotional support. It's embracing a holistic and collaborative approach, where each student is seen as a unique being with distinct needs and potentials. Thus, the aim of this article is to critically explore the phenomena of psychopathologization and medicalization in contemporary education, providing an analysis of the concepts, historical contexts, and practical implications of these processes.