A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica

Detalhes bibliográficos
Autor(a) principal: Rentschler, Bianca
Data de Publicação: 2022
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/2269
Resumo: As a result of several social factors, health science, more specifically the study of neuroscience, has questioned pedagogical knowledge, considering it insufficient to explain learning problems. Taking away the protagonism of the educator and, many times, reducing the pedagogical knowledge to the detriment of the knowledge of medicine. The general objective of this research work is to analyze the process of medicalization of learning problems, from the Historical-Cultural theory and critical theories. In order to achieve this general objective, we set out as specific objectives (i) Recognize the importance of Historical-Cultural Psychology in the learning process, (ii) Problematize organicist base theories, based on Historical-Cultural Psychology, (iii) What are the differences between the biological view of hegemonic medicine and Vygotsky's Historical-Cultural theory. The corpus of this research is composed of literary reviews by: Moysés and Collares (1996, 1997, 2013), Moysés and Lima (1982), Guarido (2010), Caliman (2006, 2017), Vygotsky (1981, 1982, 1987, 1989, 2007, 2015, 2017), Machado (2007), Cosenza and Guerra (2011), Rotta T. and Bridi (2016), Lisbon (2014), Foucault (1995, 2008, 2002), Gaudenzi and Ortega (2012) and Illich (1975). Currently, referring students with learning difficulties to medical and psychological care is a common practice, largely carried out by professionals in the field of education, who are based on diagnostic assessments, understanding children's problems as individual, attributing the cause of failures in neurological activity. Pedagogical resources, mediation and all the methodological knowledge that teachers have are being disregarded in this scenario. The Historical-Cultural theory, as an alternative method, makes it possible to replace and overcome the pathologizing and biologizing ideas that determine what learning problems are based on genetic inheritance, reaching the main concept of the Historical-Cultural theory of the multiple relationships in which the individual it's inserted. The concepts of mediation, interaction, elementary and higher psychological functions presented by Vygotsky can bring many answers and many effective means of intervention.(AU)
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spelling Hashizume, Cristina MiyukiFurlin , MarceloSantos , André F. C.Rentschler, Bianca2023-03-13T16:00:50Z2022-12-05Rentschler, Bianca. A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica. 2022. 70 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022.http://tede.metodista.br/jspui/handle/tede/2269As a result of several social factors, health science, more specifically the study of neuroscience, has questioned pedagogical knowledge, considering it insufficient to explain learning problems. Taking away the protagonism of the educator and, many times, reducing the pedagogical knowledge to the detriment of the knowledge of medicine. The general objective of this research work is to analyze the process of medicalization of learning problems, from the Historical-Cultural theory and critical theories. In order to achieve this general objective, we set out as specific objectives (i) Recognize the importance of Historical-Cultural Psychology in the learning process, (ii) Problematize organicist base theories, based on Historical-Cultural Psychology, (iii) What are the differences between the biological view of hegemonic medicine and Vygotsky's Historical-Cultural theory. The corpus of this research is composed of literary reviews by: Moysés and Collares (1996, 1997, 2013), Moysés and Lima (1982), Guarido (2010), Caliman (2006, 2017), Vygotsky (1981, 1982, 1987, 1989, 2007, 2015, 2017), Machado (2007), Cosenza and Guerra (2011), Rotta T. and Bridi (2016), Lisbon (2014), Foucault (1995, 2008, 2002), Gaudenzi and Ortega (2012) and Illich (1975). Currently, referring students with learning difficulties to medical and psychological care is a common practice, largely carried out by professionals in the field of education, who are based on diagnostic assessments, understanding children's problems as individual, attributing the cause of failures in neurological activity. Pedagogical resources, mediation and all the methodological knowledge that teachers have are being disregarded in this scenario. The Historical-Cultural theory, as an alternative method, makes it possible to replace and overcome the pathologizing and biologizing ideas that determine what learning problems are based on genetic inheritance, reaching the main concept of the Historical-Cultural theory of the multiple relationships in which the individual it's inserted. The concepts of mediation, interaction, elementary and higher psychological functions presented by Vygotsky can bring many answers and many effective means of intervention.(AU)Em decorrência de vários fatores sociais, a ciência da saúde, mais especificamente o estudo da neurociência, tem colocado em questão o saber pedagógico, considerando- o insuficiente para explicar os problemas de aprendizagem. Tirando o protagonismo do educador e, muitas vezes, reduzindo os saberes pedagógicos em detrimento dos saberes da medicina. O objetivo geral deste trabalho de pesquisa, é analisar o processo de medicalização dos problemas de aprendizagem, a partir da teoria Histórico-Cultural e das teorias críticas. Para alcançarmos esse objetivo geral, traçamos como objetivos específicos (i) Reconhecer a importância da psicologia Histórico-Cultural no processo de aprendizagem, (ii) Problematizar teorias de base organicistas, com base na psicologia Histórico-Cultural, (iii) Quais as diferenças entre a visão biológica da Medicina hegemônica e a teoria Histórico-Cultural de Vygotsky. O corpus desta pesquisa será composto por revisões literárias de: Moysés e Collares (1996, 1997, 2013), Moysés e Lima (1982), Guarido (2010), Caliman (2006, 2017), Vygotsky (1981, 1982, 1987, 1989, 2007, 2015, 2017), Machado (2007), Cosenza e Guerra (2011), Rotta T e Bridi (2016), Lisboa (2014), Foucault (1995, 2008, 2002), Gaudenzi e Ortega (2012) e Illich (1975). Atualmente, o encaminhamento de alunos com dificuldades na aprendizagem para atendimento médico e psicológico é uma prática comum, em boa parte, feita pelos profissionais da área da educação, que se baseiam em avaliações diagnósticas, entendendo os problemas das crianças como de ordem individual, atribuindo a causa às falhas na atividade neurológica. Osrecursos pedagógicos, a mediação e todo o conhecimento metodológico que os professores possuem estão sendo desconsiderados nesse cenário. A teoria Histórico- Cultural, como alternativa de método, possibilita substituir e superar as ideias patologizantes e biologizantes que determinam o que são problemas de aprendizagem com base em heranças genéticas, atingindo o conceito principal da teoria Histórico-Cultural das múltiplas relações em que o indivíduo está inserido. Os conceitos de mediação, interação, funções psicológicas elementares e superiores apresentados por Vygotsky podem trazer muitas respostas e muitos meios efetivos deintervenção.(AU)Submitted by Noeme Timbo (noeme.timbo@metodista.br) on 2023-03-13T16:00:50Z No. of bitstreams: 1 Bianca2.pdf: 672541 bytes, checksum: d965f8bfee0dbdca535a6ada2c46c101 (MD5)Made available in DSpace on 2023-03-13T16:00:50Z (GMT). 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dc.title.por.fl_str_mv A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
dc.title.alternative.eng.fl_str_mv Medicalization of learning problems from the socio-historical theory
title A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
spellingShingle A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
Rentschler, Bianca
Educação; Medicalização; Problemas de Aprendizagem
Education; Medicalization; Learning Problems
CIENCIAS HUMANAS
title_short A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
title_full A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
title_fullStr A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
title_full_unstemmed A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
title_sort A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica
author Rentschler, Bianca
author_facet Rentschler, Bianca
author_role author
dc.contributor.advisor1.fl_str_mv Hashizume, Cristina Miyuki
dc.contributor.referee1.fl_str_mv Furlin , Marcelo
dc.contributor.referee2.fl_str_mv Santos , André F. C.
dc.contributor.author.fl_str_mv Rentschler, Bianca
contributor_str_mv Hashizume, Cristina Miyuki
Furlin , Marcelo
Santos , André F. C.
dc.subject.por.fl_str_mv Educação; Medicalização; Problemas de Aprendizagem
topic Educação; Medicalização; Problemas de Aprendizagem
Education; Medicalization; Learning Problems
CIENCIAS HUMANAS
dc.subject.eng.fl_str_mv Education; Medicalization; Learning Problems
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS
description As a result of several social factors, health science, more specifically the study of neuroscience, has questioned pedagogical knowledge, considering it insufficient to explain learning problems. Taking away the protagonism of the educator and, many times, reducing the pedagogical knowledge to the detriment of the knowledge of medicine. The general objective of this research work is to analyze the process of medicalization of learning problems, from the Historical-Cultural theory and critical theories. In order to achieve this general objective, we set out as specific objectives (i) Recognize the importance of Historical-Cultural Psychology in the learning process, (ii) Problematize organicist base theories, based on Historical-Cultural Psychology, (iii) What are the differences between the biological view of hegemonic medicine and Vygotsky's Historical-Cultural theory. The corpus of this research is composed of literary reviews by: Moysés and Collares (1996, 1997, 2013), Moysés and Lima (1982), Guarido (2010), Caliman (2006, 2017), Vygotsky (1981, 1982, 1987, 1989, 2007, 2015, 2017), Machado (2007), Cosenza and Guerra (2011), Rotta T. and Bridi (2016), Lisbon (2014), Foucault (1995, 2008, 2002), Gaudenzi and Ortega (2012) and Illich (1975). Currently, referring students with learning difficulties to medical and psychological care is a common practice, largely carried out by professionals in the field of education, who are based on diagnostic assessments, understanding children's problems as individual, attributing the cause of failures in neurological activity. Pedagogical resources, mediation and all the methodological knowledge that teachers have are being disregarded in this scenario. The Historical-Cultural theory, as an alternative method, makes it possible to replace and overcome the pathologizing and biologizing ideas that determine what learning problems are based on genetic inheritance, reaching the main concept of the Historical-Cultural theory of the multiple relationships in which the individual it's inserted. The concepts of mediation, interaction, elementary and higher psychological functions presented by Vygotsky can bring many answers and many effective means of intervention.(AU)
publishDate 2022
dc.date.issued.fl_str_mv 2022-12-05
dc.date.accessioned.fl_str_mv 2023-03-13T16:00:50Z
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dc.identifier.citation.fl_str_mv Rentschler, Bianca. A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica. 2022. 70 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/2269
identifier_str_mv Rentschler, Bianca. A medicalização dos problemas de aprendizagem a partir da teoria sócio-histórica. 2022. 70 folhas. Dissertação( Educacao) - Universidade Metodista de Sao Paulo, Sao Bernardo do Campo, 2022.
url http://tede.metodista.br/jspui/handle/tede/2269
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