Cartografias do discurso: a constituição de um dispositivo de TDAH

• Autor(a) principal: Franceschini, Bruno
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/18021; http://dx.doi.org/10.14393/ufu.te.2017.38
• topic: Linguística; Análise do discurso; Cartografia; Transtorno do Deficit de Atenção com Hiperatividade; Dispositivo; Prática discursiva; TDAH; Objetivação; Discourse analysis; Device (apparatus); Discursive practice; ADHD; Objectification; Cartography; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This dissertation addresses the discursive constitution of an Attention Deficit and Hyperactivity Disorder (ADHD) device and the hyperactive student identity construction through scientific papers analysis retrieved from scientific magazines which are related to, in different science domains, the conceptualization, the diagnosis and the treatment of ADHD and of the subject hyperactive student. The selected articles are classified, according to CAPES –Coordination for the Improvement of Higher Education Personnel – as Qualis A1 and A2. Regarding to the different scientific areas related to this theme, the articles come from Psychiatry, Neurology, Pediatrics, Pharmacy, Phonoaudiology, Psychology, Pedagogy e Psychopedagogy. As a theoretical basis, it is used Michel Foucault studies, specially, it is discussed the concept of device (apparatus), a notion that makes possible to apprehend the theme in these different areas and allows the description of the discursive regularities present in the statements to be analyzed, which are divided in four theoretical-analytic chapters. In these four chapters, the statements are analyzed in an archaeo-genealogical perspective, that is, in a first step, it is discussed the conditions of possibility of the discourse about ADHD and the hyperactive student from the emergence of the Diagnostic and Statistical Manual of Mental Disorders (DSM). In the second one, the analysis deals with the network formulations involved in the discursive construction of the hyperactive student identity aiming to describe the discursive functioning of knowledge that circulates in the domain of health discourses. The third chapter focuses on the issues of power related to these formulations in order to observe how the hyperactive student’s body is constituted through the medical eye. In the fourth chapter, it describes the process ofobjectification and the subjectification of the hyperactive studentin a medical eye archaeo-genealogical perspective, as well as what is related to the docilization and normalization of the body of this scholar subject. Thus, in order to comprehend the way the hyperactive student identity is produced in and through language, this study is carried out by developing the concept of device (apparatus), which is a complex concept and lacking in theoreticalanalytical deepening, looking forward to show its usefulness to Discourse Analysis studies and the work of Michel Foucault. When it comes to archaeology, this study discusses how the school and the hospital, as institutions, produce discourses about who this scholar subject is and how this subject is taken as an object of knowledges that characterize the hyperactive, respectively, as an undisciplined and impaired subject who needs specialized treatment. Regarding to genealogy, it is analyzed how power crosses these institutions and governs subjects - be they the teacher, the physician, or the hyperactive student. Thus, this dissertation undertakes an analysis of the discursive functioning of the hyperactive student subjectification process inthe operationalization of an ADHD device in scientific papers looking forward to comprehend the meaning effects in these discourses. The results show that, in addition to the identity constitution of the hyperactive student as a subject that requires specialized educational and medical care, the ADHD device (apparatus) is formed from the convergence of the object and the associated field for the production of discourses on ADHD and subject hyperactive student