The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students

Detalhes bibliográficos
Autor(a) principal: Lima, Heliane de
Data de Publicação: 2021
Outros Autores: dos Santos, Daniel Kerry
Tipo de documento: Artigo
Idioma: por
Título da fonte: Estudos Interdisciplinares em Psicologia
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/eip/article/view/39307
Resumo: The goal of this study was to analyze educational trajectories of university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and the subjectivation effects arising from the experience and appropriation of this diagnosis.  Three students enrolled at a university in Greater Florianópolis (SC) were interviewed. The analyses of the narratives were carried out from the theoretical-methodological perspective of the “discursive practices analyses”, as it has been proposed by Spink and Medrado (2013). The subjectification effects of pathologization and medicalization processes were highlighted, with emphasis on educational trajectories.  It was considered that the meanings of the experiences of the diagnosis of ADHD are constructed, mainly, from typical psychiatric discursive referents, which operate as a significant power-knowledge subjectivation regime. It was also observed that the medicalization of life and education is a recurrent process to adapt the subjects in their educational trajectories.
id UEL-9_e3de2622c642ca4cf7cc325876b016fa
oai_identifier_str oai:ojs.pkp.sfu.ca:article/39307
network_acronym_str UEL-9
network_name_str Estudos Interdisciplinares em Psicologia
repository_id_str
spelling The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university studentsEl diagnóstico del TDAH y sus efectos de subjetivación: un análisis de trayectorias escolares de jóvenes universitariosO diagnóstico de TDAH e seus efeitos de subjetivação: uma análise das trajetórias escolares de jovens universitáriosADHDmedicalizationpathologizationsubjectivityeducational psychologyTDAHmedicalizaciónpatologizaciónsubjetividadpsicología educacionalTDAHmedicalizaçãopatologizaçãosubjetividadepsicologia educacionalThe goal of this study was to analyze educational trajectories of university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and the subjectivation effects arising from the experience and appropriation of this diagnosis.  Three students enrolled at a university in Greater Florianópolis (SC) were interviewed. The analyses of the narratives were carried out from the theoretical-methodological perspective of the “discursive practices analyses”, as it has been proposed by Spink and Medrado (2013). The subjectification effects of pathologization and medicalization processes were highlighted, with emphasis on educational trajectories.  It was considered that the meanings of the experiences of the diagnosis of ADHD are constructed, mainly, from typical psychiatric discursive referents, which operate as a significant power-knowledge subjectivation regime. It was also observed that the medicalization of life and education is a recurrent process to adapt the subjects in their educational trajectories.Esta investigación tuvo como objetivo analizar las trayectorias escolares de jóvenes universitarios diagnosticados con trastorno de déficit de atención e hiperactividad (TDAH) y los efectos de la subjetivación, resultantes de la experiencia y de la apropiación de este diagnóstico. Se entrevistó a tres estudiantes matriculados en una universidad en Florianópolis (SC). El análisis de las narrativas se realizó desde la perspectiva teórico-metodológica del "análisis de las prácticas discursivas", según proponen Spink y Medrado (2013). Se destacaron los efectos de subjetivación de los procesos de patologización y medicalización, con énfasis en las trayectorias escolares. Se constató que los sentidos de las experiencias del diagnóstico de TDAH se construyen, sobre todo, a partir de referentes discursivos típicos de las racionalidades médico-psiquiátricas, que operan como un significativo régimen de saber-poder subjetivante. También se observó que la medicalización de la educación y la vida es un proceso recurrente para adaptar a los sujetos en sus trayectorias escolares.Esta pesquisa teve por objetivo analisar as trajetórias escolares de jovens universitários diagnosticados com Transtorno de Déficit de Atenção e Hiperatividade (TDAH) e os efeitos de subjetivação decorrentes da experiência e apropriação desse diagnóstico. Foram entrevistados três estudantes matriculados em uma universidade da Grande Florianópolis (SC). A análise das narrativas foi realizada a partir da perspectiva teórico-metodológica da “análise de práticas discursivas”, tal como proposta por Spink e Medrado (2013). Destacaram-se os efeitos de subjetivação dos processos de patologização e medicalização, com ênfase nas trajetórias escolares. Considerou-se que os sentidos das experiências do diagnóstico de TDAH são construídos, sobretudo, a partir de referentes discursivos típicos das racionalidades médico-psiquiátricas, que operam como um significativo regime de saber-poder subjetivante. Observou-se, também, que a medicalização da educação e da vida é um processo recorrente para adaptar os sujeitos em suas trajetórias escolares.Universidade Estadual de Londrina2021-06-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/3930710.5433/2236-6407.2021v12n1p27Estudos Interdisciplinares em Psicologia; v. 12 n. 1 (2021); 27-512236-6407reponame:Estudos Interdisciplinares em Psicologiainstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/eip/article/view/39307/29789Copyright (c) 2021 Estudos Interdisciplinares em Psicologiahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLima, Heliane dedos Santos, Daniel Kerry2022-11-23T13:58:42Zoai:ojs.pkp.sfu.ca:article/39307Revistahttps://www.uel.br/revistas/uel/index.php/eipPUBhttps://www.uel.br/revistas/uel/index.php/eip/oai||revistaeip@uel.br2236-64072236-6407opendoar:2022-11-23T13:58:42Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
El diagnóstico del TDAH y sus efectos de subjetivación: un análisis de trayectorias escolares de jóvenes universitarios
O diagnóstico de TDAH e seus efeitos de subjetivação: uma análise das trajetórias escolares de jovens universitários
title The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
spellingShingle The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
Lima, Heliane de
ADHD
medicalization
pathologization
subjectivity
educational psychology
TDAH
medicalización
patologización
subjetividad
psicología educacional
TDAH
medicalização
patologização
subjetividade
psicologia educacional
title_short The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
title_full The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
title_fullStr The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
title_full_unstemmed The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
title_sort The diagnosis of ADHD and its subjectivation effects: an analysis of the educational trajectories of young university students
author Lima, Heliane de
author_facet Lima, Heliane de
dos Santos, Daniel Kerry
author_role author
author2 dos Santos, Daniel Kerry
author2_role author
dc.contributor.author.fl_str_mv Lima, Heliane de
dos Santos, Daniel Kerry
dc.subject.por.fl_str_mv ADHD
medicalization
pathologization
subjectivity
educational psychology
TDAH
medicalización
patologización
subjetividad
psicología educacional
TDAH
medicalização
patologização
subjetividade
psicologia educacional
topic ADHD
medicalization
pathologization
subjectivity
educational psychology
TDAH
medicalización
patologización
subjetividad
psicología educacional
TDAH
medicalização
patologização
subjetividade
psicologia educacional
description The goal of this study was to analyze educational trajectories of university students diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and the subjectivation effects arising from the experience and appropriation of this diagnosis.  Three students enrolled at a university in Greater Florianópolis (SC) were interviewed. The analyses of the narratives were carried out from the theoretical-methodological perspective of the “discursive practices analyses”, as it has been proposed by Spink and Medrado (2013). The subjectification effects of pathologization and medicalization processes were highlighted, with emphasis on educational trajectories.  It was considered that the meanings of the experiences of the diagnosis of ADHD are constructed, mainly, from typical psychiatric discursive referents, which operate as a significant power-knowledge subjectivation regime. It was also observed that the medicalization of life and education is a recurrent process to adapt the subjects in their educational trajectories.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-24
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/39307
10.5433/2236-6407.2021v12n1p27
url https://ojs.uel.br/revistas/uel/index.php/eip/article/view/39307
identifier_str_mv 10.5433/2236-6407.2021v12n1p27
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/eip/article/view/39307/29789
dc.rights.driver.fl_str_mv Copyright (c) 2021 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Estudos Interdisciplinares em Psicologia
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Estudos Interdisciplinares em Psicologia; v. 12 n. 1 (2021); 27-51
2236-6407
reponame:Estudos Interdisciplinares em Psicologia
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Estudos Interdisciplinares em Psicologia
collection Estudos Interdisciplinares em Psicologia
repository.name.fl_str_mv Estudos Interdisciplinares em Psicologia - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||revistaeip@uel.br
_version_ 1799306109161308160

Registros relacionados