Os "inconvenientes" na escola: um estudo sobre a medicalização de crianças e adolescentes e suas estratégias de resistência

• Autor(a) principal: Antoneli, Patrícia de Paulo
• Data de Publicação: 2015
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/8372
• topic: Psicologia educacional; Medicalização; Psicologia escolar; Educational psychology; Medicalization; School psychology; CIENCIAS HUMANAS::PSICOLOGIA

This dissertation aims to investigate the medicalization device (dispositif) of children and teenagers inside the Brazilian public school (elementary to high school) in order to understand which effects have been produced in their subjectivities and their treatment, school and familiar history. We have used in this research the category named ?inconvenient? to speak of children and teenagers: those who do not learn what the school and the society want them to do but they can learn inside the school what this one does not expect them to do, i.e., they break the school discipline and the established order; they do not adapt themselves to the hegemonic models; they differ from what is expected, and therefore they are the abnormal and are deviant in relation to the existing rules. Discussing about medicalization is to talk about the way the management of life in all its instances has been built, it is to think of a dispositif that operates through the biopowers and produces biopotency. This research was performed in two moments, one quantitative approach and another, qualitative one. At first, we established the diagnoses of children and teenagers who were seen at the Mental Health Service system whose reports were taken from the diagnoses study found in the database of this health service. Subsequently, the main diagnoses of children and teenagers were identified related to the school complaints, according to the age and gender. From the descriptive analysis of the data, that is, from the diagnoses identified, we have found as a meaningful datum, the diagnosis of a disorder of school skills (F81) in a great proportion in the ages between 8-12 and 13-17 years-old. However, in the ages between 18-22 years-old, this diagnosis decreased and got a significant proportion in the diagnosis of Mental Retardation (F70). Hence, we have discussed that these provisional diagnoses in ..