A medicalização da infância: um estudo com professores (as) da rede municipal de ensino de Goiânia sobre encaminhamentos de crianças à saúde

• Autor(a) principal: Santos, Geane da Silva
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• dARK ID: ark:/38995/0013000009nw8
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/6954
• topic: Medicalização; Educação básica; Psicologia sócio- histórica; Medicalization; Basic education; Socio-historical psychology; CIENCIAS HUMANAS::PSICOLOGIA

The topic of medicalization, especially of children in the schooling process, has raised in the recent years, with emphasis on the "popularization" of Attention Deficit Hyperactivity Disorder (ADHD). Most children in the schooling process has been diagnosed with ADHD and other disorders such as Learning Disorders, Reading or Writing, are referred by teachers and schools. Thus, the present research sought to investigate how the referral process to health care system works with teachers from a school of the Public Educational Network of Goiânia. After carrying out a bibliographic review in the Virtual Health Library of Brazil (BVS-Psi), on the national production regarding the referral of children in schooling process to health professionals, we performed an empirical research in which we made participant observations and interviews with five Teachers. It is a qualitative approach, guided by Socio-Historical Psychology, and the analyzed data was in according to the significance-centered method. The collected data organization were into four meaning topics: the school and the teacher into the difficulties faced in the teaching process; the issues and responsibilities considered for referral; the referral to health care as a mechanism to clarify and guide the children's difficulties; and, from the contradictions in between the real purpose of referrals and the reality. Then it showed us that the referrals occur from a conception that the difficulties presented in the teaching-learning process are personal, centered on the children’s bodies and understood by the teachers as possible solutions through interventional of health assistance.