Medicalized childhood: what does the school have to say?

Detalhes bibliográficos
Autor(a) principal: Christofari, Ana Carolina
Data de Publicação: 2023
Outros Autores: Freitas, Claudia Rodrigues de
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/71676
Resumo: What does the school have to say about medicalized childhood? Diagnostic inflation in this space strengthens the pathologizing classifications of children and young people who do not fit in a pattern that delegitimizes their singularities. The "need for medical diagnosis" indicates the fragility of the pedagogical field in analyzing and solving the challenges of the school routine from its knowledge field. Considering the context, this paper aims to analyze the scientific production of the way the process of medicalization of school life is updated and strengthened in Brazil. To this end, research we carried out in search of an Integrative Literature review on the topic in focus between the years   2015 and 2021,  and taking  the SCIELO platform as a reference. This time frame is justified because it considers the publication of DSM-5 in Brazil a milestone in the process of diagnostic inflation of schoolchildren. There is a common dynamic among schools following a certain order: school complaint, referral of the student to health services, return of specialists - usually with diagnosis, prescription of drugs, and silencing of the school concerning the pedagogical debate of solving everyday challenges. A medicated child, as a rule, is a forgotten child, expropriated from her childhood, invisible in her power of being. There is a tendency to seek solutions in the health area for what is presented as a problem in the school environment, whether related to behavioral issues or to the learning processes. The research denounces a school practice that seeks support in drug resources with the prospect of a quick solution to the presented challenges.
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spelling Medicalized childhood: what does the school have to say?Infancia medicalizada: ¿qué dice la escuela?Infância medicalizada: o que a escola tem a dizer?MedicalizationPathologizationChildhoodMedicalizaciónPatologizaciónInfanciaMedicalizaçãoPatologizaçãoInfânciaWhat does the school have to say about medicalized childhood? Diagnostic inflation in this space strengthens the pathologizing classifications of children and young people who do not fit in a pattern that delegitimizes their singularities. The "need for medical diagnosis" indicates the fragility of the pedagogical field in analyzing and solving the challenges of the school routine from its knowledge field. Considering the context, this paper aims to analyze the scientific production of the way the process of medicalization of school life is updated and strengthened in Brazil. To this end, research we carried out in search of an Integrative Literature review on the topic in focus between the years   2015 and 2021,  and taking  the SCIELO platform as a reference. This time frame is justified because it considers the publication of DSM-5 in Brazil a milestone in the process of diagnostic inflation of schoolchildren. There is a common dynamic among schools following a certain order: school complaint, referral of the student to health services, return of specialists - usually with diagnosis, prescription of drugs, and silencing of the school concerning the pedagogical debate of solving everyday challenges. A medicated child, as a rule, is a forgotten child, expropriated from her childhood, invisible in her power of being. There is a tendency to seek solutions in the health area for what is presented as a problem in the school environment, whether related to behavioral issues or to the learning processes. The research denounces a school practice that seeks support in drug resources with the prospect of a quick solution to the presented challenges.¿Qué tiene para decir la escuela sobre la medicalización en la infancia? La inflación diagnóstica en este espacio refuerza las clasificaciones patologizantes de los niños y jóvenes que se resisten a encajar en un estándar que deslegitima sus singularidades. La "necesidad de diagnóstico médico" indica debilidad para analizar y resolver los desafíos de la cotidianidad escolar desde el campo pedagógico. Considerando ese contexto, el siguiente artículo tiene como objetivo analizar publicaciones científicas respecto a la forma en que el proceso de medicalización en la vida escolar se actualiza y fortalece en Brasil. Para ello, se realizó una búsqueda de uma revision Integrativa de la Literatura sobre el tema em foco entre los años de 2015 y 2021tomando como referencia la plataforma SCIELO. Este período de tiempo se justifica debido a la publicación del DSM-5 en Brasil, considerada como un hito en el proceso de inflación diagnóstica de los estudiantes. Existe una dinámica común entre las escuelas que siguen un cierto orden: queja de la escuela, remisión del estudiante a los servicios de salud, retorno de los especialistas - generalmente con diagnóstico, prescripción de medicamentos y silenciamiento del colegio en relación al debate pedagógico sobre la solución de los desafíos cotidianos. Un niño medicado, por lo general, es un niño olvidado, que ha sido privado de su infancia, invisibilizando su poder de ser. Existe la tendencia de buscar soluciones en el ámbito de la salud frente a lo que parece ser un problema en el entorno escolar, ya sea relacionado con cuestiones de comportamiento o con procesos de aprendizaje. Las investigaciones señalan que la práctica escolar busca apoyo en la medicación desde la perspectiva de una solución rápida a los desafíos presentados.O que a escola tem a dizer sobre a infância medicalizada? A inflação diagnóstica nesse espaço fortalece classificações patologizantes de crianças e jovens que resistem enquadrar-se a um padrão que deslegitima suas singularidades. A “necessidade do diagnóstico médico” indica uma fragilidade do campo pedagógico em analisar e resolver os desafios do cotidiano escolar a partir de seu campo de saber. Considerando esse contexto, este artigo objetiva analisar a produção científica sobre a maneira como o processo de medicalização da vida escolar se atualiza e se fortalece no Brasil. Para tanto, deu-se uma pesquisa em busca de revisão Integrativa da Literatura sobre tema em foco entre os anos de 2015 a 2021 tomando como referência a plataforma SCIELO. O recorte temporal justifica-se por considerar a publicação do DSM-5 no Brasil um marco no processo de inflação diagnóstica de escolares. Há uma dinâmica comum entre as escolas seguindo certa ordem: queixa escolar, encaminhamento do estudante aos serviços da saúde, retorno dos especialistas - geralmente com diagnóstico, prescrição de fármacos e silenciamento da escola em relação ao debate pedagógico de solução dos desafios cotidianos. Criança medicada, via de regra, é criança esquecida, expropriada de sua infância, invisibilizada na sua potência de ser. Há uma tendência em buscar soluções na área da saúde para o que se apresenta como problema no ambiente escolar, seja referente às questões comportamentais, seja em relação aos processos de aprendizagem. As pesquisas denunciam uma prática escolar que busca apoio nos recursos medicamentosos com a perspectiva de uma solução rápida para os desafios apresentados.Universidade Federal de Santa Maria2023-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttp://periodicos.ufsm.br/educacaoespecial/article/view/7167610.5902/1984686X71676Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e65/1-29Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e65/1-29Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e65/1-291984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/71676/62645http://periodicos.ufsm.br/educacaoespecial/article/view/71676/62646Copyright (c) 2023 Revista Educação Especialhttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessChristofari, Ana CarolinaFreitas, Claudia Rodrigues de2024-01-23T12:29:05Zoai:ojs.pkp.sfu.ca:article/71676Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2024-01-23T12:29:05Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv Medicalized childhood: what does the school have to say?
Infancia medicalizada: ¿qué dice la escuela?
Infância medicalizada: o que a escola tem a dizer?
title Medicalized childhood: what does the school have to say?
spellingShingle Medicalized childhood: what does the school have to say?
Christofari, Ana Carolina
Medicalization
Pathologization
Childhood
Medicalización
Patologización
Infancia
Medicalização
Patologização
Infância
title_short Medicalized childhood: what does the school have to say?
title_full Medicalized childhood: what does the school have to say?
title_fullStr Medicalized childhood: what does the school have to say?
title_full_unstemmed Medicalized childhood: what does the school have to say?
title_sort Medicalized childhood: what does the school have to say?
author Christofari, Ana Carolina
author_facet Christofari, Ana Carolina
Freitas, Claudia Rodrigues de
author_role author
author2 Freitas, Claudia Rodrigues de
author2_role author
dc.contributor.author.fl_str_mv Christofari, Ana Carolina
Freitas, Claudia Rodrigues de
dc.subject.por.fl_str_mv Medicalization
Pathologization
Childhood
Medicalización
Patologización
Infancia
Medicalização
Patologização
Infância
topic Medicalization
Pathologization
Childhood
Medicalización
Patologización
Infancia
Medicalização
Patologização
Infância
description What does the school have to say about medicalized childhood? Diagnostic inflation in this space strengthens the pathologizing classifications of children and young people who do not fit in a pattern that delegitimizes their singularities. The "need for medical diagnosis" indicates the fragility of the pedagogical field in analyzing and solving the challenges of the school routine from its knowledge field. Considering the context, this paper aims to analyze the scientific production of the way the process of medicalization of school life is updated and strengthened in Brazil. To this end, research we carried out in search of an Integrative Literature review on the topic in focus between the years   2015 and 2021,  and taking  the SCIELO platform as a reference. This time frame is justified because it considers the publication of DSM-5 in Brazil a milestone in the process of diagnostic inflation of schoolchildren. There is a common dynamic among schools following a certain order: school complaint, referral of the student to health services, return of specialists - usually with diagnosis, prescription of drugs, and silencing of the school concerning the pedagogical debate of solving everyday challenges. A medicated child, as a rule, is a forgotten child, expropriated from her childhood, invisible in her power of being. There is a tendency to seek solutions in the health area for what is presented as a problem in the school environment, whether related to behavioral issues or to the learning processes. The research denounces a school practice that seeks support in drug resources with the prospect of a quick solution to the presented challenges.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-07
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http://periodicos.ufsm.br/educacaoespecial/article/view/71676/62646
dc.rights.driver.fl_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
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rights_invalid_str_mv Copyright (c) 2023 Revista Educação Especial
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Vol. 36 No. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e65/1-29
Revista de Educación Especial; Vol. 36 Núm. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e65/1-29
Revista Educação Especial; v. 36 n. 1 (2023): Revista Educação Especial – Publicação Contínua – Qualis – A2; e65/1-29
1984-686X
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reponame_str Revista Educação Especial (UFSM)
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