Medicalização da vida: um estudo sobre o contexto escolar

Detalhes bibliográficos
Autor(a) principal: Lima, Marla Fernanda Bastos
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da METODISTA
Texto Completo: http://tede.metodista.br/jspui/handle/tede/2152
Resumo: The educational context has been a privileged space for the dissemination of the medical speech, which expands through numerous classifications of alleged learning disorders, diagnoses and drug prescriptions. Children’s and adolescents’ school life becomes labelled by the pathologization of non-learning, which conceals the ailments of the school and the educational system, as well as blames the student, the family and even teachers. Based on Educational Psychology authors and Michel Foucault’s contributions, we seek to reference this study, which has as its objective the problematization of the consequences of the medicalization in school life. Particularly, we aim to identify discourses that circulate in the school environment about student’s behaviors and learning; discuss the implications of the medical knowledge into the pedagogical context and examine the conditions of possibilities for the micro-political production of depathologized school spaces. Inspired by the intervention research, this study has been carried out in an elementary school in the city of São Bernardo do Campo. It has been used as instruments the semi-structured interview and unsystematic observations registered on a field journal. We argue that the medicalization processes that are unveiled at school can hide the real difficulties of teaching learning relationships, delegitimize the pedagogical knowledge instead of the legitimacy of medical discourse and obscure the possibilities of projecting challenges of this territory and create possibilities, strengthen ties, recognize and accept the differences. We were able to identify that the speeches of school agents carry some medicalizing aspects, but they also make moves to understand the schooling processes beyond this perspective. In relation to the use of medicines, the participants, at certain times, point them out as something positive for learning, and in other moments as a producer of apathy. The reports, medications and prescriptions provided by healthcare professionals do not meet the needs of the teachers. Lastly, they are Always the ones who have to find solutions for the classroom challenges. The work of school management has proven to be important in order to help teachers with their anguish and promote spaces for dialogue. Actions created by the school and the work of teachers evidence that the school, as a micro- political space, can based on its own field of knowledge, build the paths for an educational space which seeks to depathologize life and change school trajectories.(AU)
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spelling Hashizume, Cristina MiyukiCampos, Elisabete Esteves FerreiraCruces, Alacir Villa ValleLima, Marla Fernanda Bastos2022-02-04T13:05:10Z2020-03-04Bastos, Lima, Marla Fernanda. Medicalização da vida: um estudo sobre o contexto escolar. 2020. 83 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022.http://tede.metodista.br/jspui/handle/tede/2152The educational context has been a privileged space for the dissemination of the medical speech, which expands through numerous classifications of alleged learning disorders, diagnoses and drug prescriptions. Children’s and adolescents’ school life becomes labelled by the pathologization of non-learning, which conceals the ailments of the school and the educational system, as well as blames the student, the family and even teachers. Based on Educational Psychology authors and Michel Foucault’s contributions, we seek to reference this study, which has as its objective the problematization of the consequences of the medicalization in school life. Particularly, we aim to identify discourses that circulate in the school environment about student’s behaviors and learning; discuss the implications of the medical knowledge into the pedagogical context and examine the conditions of possibilities for the micro-political production of depathologized school spaces. Inspired by the intervention research, this study has been carried out in an elementary school in the city of São Bernardo do Campo. It has been used as instruments the semi-structured interview and unsystematic observations registered on a field journal. We argue that the medicalization processes that are unveiled at school can hide the real difficulties of teaching learning relationships, delegitimize the pedagogical knowledge instead of the legitimacy of medical discourse and obscure the possibilities of projecting challenges of this territory and create possibilities, strengthen ties, recognize and accept the differences. We were able to identify that the speeches of school agents carry some medicalizing aspects, but they also make moves to understand the schooling processes beyond this perspective. In relation to the use of medicines, the participants, at certain times, point them out as something positive for learning, and in other moments as a producer of apathy. The reports, medications and prescriptions provided by healthcare professionals do not meet the needs of the teachers. Lastly, they are Always the ones who have to find solutions for the classroom challenges. The work of school management has proven to be important in order to help teachers with their anguish and promote spaces for dialogue. Actions created by the school and the work of teachers evidence that the school, as a micro- political space, can based on its own field of knowledge, build the paths for an educational space which seeks to depathologize life and change school trajectories.(AU)O contexto educacional tem sido um espaço privilegiado para a disseminação do discurso médico, que se expande por meio de inúmeras classificações de supostos transtornos de aprendizagem, diagnósticos e prescrições de fármacos. A vida escolar de crianças e adolescentes passa a ser marcada pela patologização do não- aprender, que escamoteia as mazelas da escola e do sistema educacional e culpabiliza o aluno, a família ou até mesmo professores. A partir de autoras da Psicologia da Educação e das contribuições de Michel Foucault, buscamos referenciar este estudo, que tem como objetivo a problematização dos desdobramentos da medicalização na vida escolar. Especificamente, objetivamos identificar discursos que circulam no ambiente escolar acerca dos comportamentos e aprendizagem dos alunos; discutir as implicações do saber médico no contexto pedagógico e analisar condições de possibilidades para a produção micropolítica de espaços escolares despatologizados. Com inspiração na pesquisa-intervenção, este estudo se desenvolveu em uma escola de Ensino Fundamental I no município de São Bernardo do Campo. A entrevista semiestruturada e observações assistemáticas com registro em diário de campo foram os instrumentos utilizados. Discutimos que processos de medicalização que se descortinam na escola podem esconder as reais dificuldades das relações de ensino- aprendizagem, deslegitimam o saber pedagógico em detrimento da legitimidade do discurso médico e ofuscam as possibilidades de se pensar os desafios deste território e criar possibilidades, estreitar laços, reconhecer e acolher as diferenças. Foi possível identificar que os discursos dos agentes escolares expressam alguns aspectos medicalizantes, mas também fazem movimentos para compreender os processos de escolarização para além desta perspectiva. Em relação ao uso de medicamentos, as participantes, em alguns momentos, apontam como positivo para a aprendizagem e em outros como produtor de apatia. Os laudos, medicamentos e as prescrições de profissionais da área da saúde não atendem às necessidades das professoras, por fim são sempre elas que precisam encontrar as saídas para os desafios da sala de aula. O trabalho da gestão mostrou-se importante para auxiliar os professores com suas angústias e promover espaços de diálogo. Ações criadas pela escola e o trabalho das professoras evidenciam que a escola, como espaço de micropolítica, pode a partir do seu próprio campo de saber construir os caminhos para um espaço educativo que busca despatologizar a vida e mudar trajetórias escolares.(AU)Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2022-02-04T13:05:10Z No. of bitstreams: 1 Marla Fernanda B. Lima2.pdf: 882294 bytes, checksum: 695a22f92d3f3a51719500afb376394b (MD5)Made available in DSpace on 2022-02-04T13:05:10Z (GMT). No. of bitstreams: 1 Marla Fernanda B. Lima2.pdf: 882294 bytes, checksum: 695a22f92d3f3a51719500afb376394b (MD5) Previous issue date: 2020-03-04application/pdfporUniversidade Metodista de Sao PauloEducacaoIMSBrasilEducacao:Programa de Pos Graduacao em EducacaoMedicalização; Biopoder; Escola; Dificuldades na escolarização.Medicalization; Biopower; School; Difficulties in schoolingCIENCIAS HUMANAS::EDUCACAOMedicalização da vida: um estudo sobre o contexto escolarMedicalization of life: a study on the school contextinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis3487103482605030416500500600-8275886333289955863-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da METODISTAinstname:Universidade Metodista de São Paulo (METODISTA)instacron:METODISTAORIGINALMarla Fernanda B. Lima2.pdfMarla Fernanda B. 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dc.title.por.fl_str_mv Medicalização da vida: um estudo sobre o contexto escolar
dc.title.alternative.eng.fl_str_mv Medicalization of life: a study on the school context
title Medicalização da vida: um estudo sobre o contexto escolar
spellingShingle Medicalização da vida: um estudo sobre o contexto escolar
Lima, Marla Fernanda Bastos
Medicalização; Biopoder; Escola; Dificuldades na escolarização.
Medicalization; Biopower; School; Difficulties in schooling
CIENCIAS HUMANAS::EDUCACAO
title_short Medicalização da vida: um estudo sobre o contexto escolar
title_full Medicalização da vida: um estudo sobre o contexto escolar
title_fullStr Medicalização da vida: um estudo sobre o contexto escolar
title_full_unstemmed Medicalização da vida: um estudo sobre o contexto escolar
title_sort Medicalização da vida: um estudo sobre o contexto escolar
author Lima, Marla Fernanda Bastos
author_facet Lima, Marla Fernanda Bastos
author_role author
dc.contributor.advisor1.fl_str_mv Hashizume, Cristina Miyuki
dc.contributor.referee1.fl_str_mv Campos, Elisabete Esteves Ferreira
dc.contributor.referee2.fl_str_mv Cruces, Alacir Villa Valle
dc.contributor.author.fl_str_mv Lima, Marla Fernanda Bastos
contributor_str_mv Hashizume, Cristina Miyuki
Campos, Elisabete Esteves Ferreira
Cruces, Alacir Villa Valle
dc.subject.por.fl_str_mv Medicalização; Biopoder; Escola; Dificuldades na escolarização.
topic Medicalização; Biopoder; Escola; Dificuldades na escolarização.
Medicalization; Biopower; School; Difficulties in schooling
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Medicalization; Biopower; School; Difficulties in schooling
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The educational context has been a privileged space for the dissemination of the medical speech, which expands through numerous classifications of alleged learning disorders, diagnoses and drug prescriptions. Children’s and adolescents’ school life becomes labelled by the pathologization of non-learning, which conceals the ailments of the school and the educational system, as well as blames the student, the family and even teachers. Based on Educational Psychology authors and Michel Foucault’s contributions, we seek to reference this study, which has as its objective the problematization of the consequences of the medicalization in school life. Particularly, we aim to identify discourses that circulate in the school environment about student’s behaviors and learning; discuss the implications of the medical knowledge into the pedagogical context and examine the conditions of possibilities for the micro-political production of depathologized school spaces. Inspired by the intervention research, this study has been carried out in an elementary school in the city of São Bernardo do Campo. It has been used as instruments the semi-structured interview and unsystematic observations registered on a field journal. We argue that the medicalization processes that are unveiled at school can hide the real difficulties of teaching learning relationships, delegitimize the pedagogical knowledge instead of the legitimacy of medical discourse and obscure the possibilities of projecting challenges of this territory and create possibilities, strengthen ties, recognize and accept the differences. We were able to identify that the speeches of school agents carry some medicalizing aspects, but they also make moves to understand the schooling processes beyond this perspective. In relation to the use of medicines, the participants, at certain times, point them out as something positive for learning, and in other moments as a producer of apathy. The reports, medications and prescriptions provided by healthcare professionals do not meet the needs of the teachers. Lastly, they are Always the ones who have to find solutions for the classroom challenges. The work of school management has proven to be important in order to help teachers with their anguish and promote spaces for dialogue. Actions created by the school and the work of teachers evidence that the school, as a micro- political space, can based on its own field of knowledge, build the paths for an educational space which seeks to depathologize life and change school trajectories.(AU)
publishDate 2020
dc.date.issued.fl_str_mv 2020-03-04
dc.date.accessioned.fl_str_mv 2022-02-04T13:05:10Z
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dc.identifier.citation.fl_str_mv Bastos, Lima, Marla Fernanda. Medicalização da vida: um estudo sobre o contexto escolar. 2020. 83 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022.
dc.identifier.uri.fl_str_mv http://tede.metodista.br/jspui/handle/tede/2152
identifier_str_mv Bastos, Lima, Marla Fernanda. Medicalização da vida: um estudo sobre o contexto escolar. 2020. 83 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022.
url http://tede.metodista.br/jspui/handle/tede/2152
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dc.publisher.department.fl_str_mv Educacao:Programa de Pos Graduacao em Educacao
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