Produção diagnóstica no contexto escolar: um olhar para a medicalização da aprendizagem

• Autor(a) principal: Schmitz, Rudyaine da Silva
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/0013000017zts
• Texto Completo: http://repositorio.ufsm.br/handle/1/22896
• topic: Educação; Produção diagnóstica; Medicalização; Education; Diagnostic production and medicalization; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This research is about the diagnostic production in the school context, being one of the factors of the Medicalization process in Education As a guiding question, the study intends to answer: How are we producing diagnosis in the school context, from a medicalizing logic? The study was carried out at the Municipal Teaching Network of Agudo, in Rio Grande do Sul. To answer this question, the objective of the research is to understand how the diagnostic production in the school context happens. Through the medicalizing discuss and the learning difficulties. To achieve a certain end, it is listed 1) Knowing through a Systematic Review how the processes of medicalization have been manifested in the national school context. 2) Analyze how teachers have characterized and identified subjects who do not learn and/or who have difficulties in their schooling process. 3) Investigate the possible effects of the presence of the diagnosis on the configurations of the teacher's pedagogical practices. This work is characterized by being an exploratory research, inserted in a qualitative investigation approach, whose instrument was developed through semi-structured interviews, with teachers who work in the sixth year. Data results were analyzed using Content Analysis (Bardin, 2010). from two categories: the first referring to the Production of the diagnosis from the learning and behavioral difficulties attributed to different factors: as subcategories, they were presented under different conditions, such as: attribution to the subject; attributions to the school system; assignment to families; attributions to environmental factors; and the second category understood the effects of the presence of the diagnosis in the configuration of pedagogical practices. As a result, it was identified that the justifications that permeate the student are in relation to the difficulty of systematizing knowledge in the notebook, shyness, inattention, lack of will and use of medications; in addition to explanations directed at the student himself, there are those directed at the school system based on a conception of non-failure; on families that are "unstructured" and sometimes fail to provide the necessary help to students, and also attributions to socioenvironmental factors, linked to social class and condition where they live. Regarding what effects the presence of the diagnosis has on the configuration of pedagogical practices, the condition of the teaching training process is cited by teachers, and the feeling of not being prepared; planning and involvement in proposing differentiated pedagogical activities; and the way the student's assessment process takes place.