Crianças que não aprendem na escola: problematizando processos de medicalização e patologização das infâncias

Abstract

The present research problematizes how the processes of medicalization of education in the face of childhood pathologization and difference are experienced in the researched daily life. We mean by medicalization the artificial transformation of issues from different spheres - social, historical and political - into medical issues. In a qualitative approach, moving between the critical and post-critical perspectives, the research deals with Michel Foucault's concepts as norm, discipline, biopower, examination, devices, dialoguing with authors who discuss medicalization, such as Collares and Moysés, Viégas, Angelucci , Caliman, Caponi, Souza, among others, and school failure, such as Patto. As a research-intervention method, it uses Cartography, by Deleuze and Guattari, while, when inhabiting a plane of forces, we follow clues as we follow the movements of the territory and the processes of production of subjectivities. The research plan was a Municipal Elementary School in the municipality of Serra - ES, and the focus was on monitoring the planning and implementation of a Pedagogical Intervention Project, which emerged as a way to deal with the school failure of students in a third year class of elementary school. We hope that the discussion proposed here will contribute to a way of thinking that does not take the (supposed) illness of the childhood as an exclusively medical phenomenon, with individual causes, since we understand we should question who is benefited with this illness, and what is produced from it. At the end, the research presents the product, as a prerequisite for the conclusion of the professional master's course, which consists of an audiovisual material in the form of a short documentary, which can be used as an impulse trigger in formative moments as a demedicalizing practice.