Medicalization and school normalization practices : a reverse path to inclusion

• Autor(a) principal: Reis, Marlene Barbosa de Freitas
• Data de Publicação: 2021
• Outros Autores: Ferreira, Cleonice Bicudo da Rocha, Diogo, Itair Regina Carvalho
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Muiraquitã (Online)
• Texto Completo: https://periodicos.ufac.br/index.php/mui/article/view/5354
• topic: Medicalization. Normalization. School Inclusion. Learning.; Medicalização. Normalização. Inclusão Escolar. Aprendizagem.

The strategy used in this text was to provoke reflection on medicalization and school normalization practices in order to bring forward the understanding that this path is contrary to the inclusion of students who have been daily excluded from the classrooms. The goal of this study is to point out the implications that a medical document (diagnosis) received by the school staff can direct a work that is completely excluding by reinforcing the limitation when one can value the abilities. We used as methodology the literature review through bibliographic research, highlighting the theoretical contributions of Freire (1997), Reis (2013), Vieira (2013), Mantoan (2017), among other bases in Angell (2012); Collares and Moysés (1994; 2014); Brzozowski and Caponi (2013). The results point to the need to redefine a school model that promotes a pedagogical approach centered on the student, on the social model of inclusion without overvaluing the limitations portrayed in a medical report.