“Ei, calma! Deixa eu terminar!”: narrativas de crianças sobre os processos de medicalização da educação

Abstract

This research aims to analyze children's narratives about the processes of medicalization of education in the scientific production of brazilian psychology, problematizing the pathologization of school subjects and looking at the becomings of resistance and processes of singularization. In addition, the study seeks to investigate how Psychology has contributed to this debate. This is a qualitative work, inspired by the contributions of Gilles Deleuze and the philosophy of difference, in which the unfolding of psycho-political, philosophical and epistemological foundations for a listening-vision that would allow the problematization of the addressed theme was initially discussed. Subsequently, through an systematic literature review, six studies obtained through the Virtual Health Library (BVS) and the Scientific Electronic Library Online (SciELO), as well as the National Association of Research and Postgraduate Studies in Psychology, were analyzed. Based on this study, three axes of analysis were produced: “Because of hyperactivity: medicalization-exam-meritocracy”, “For an infancy event” and “Resistance: disobedient creations”. The discussions indicated that scientific productions allowed children to express the effects of diagnoses on their modes of subjectivation. In addition, the opening of the senses and possibilities of existence of these children, families and schools to other relationships with differences was observed, as well as the aim to foster social debate on the protagonism of children in the dispute regarding school medicalization and the cultivation of diverse childhoods as a possibility of resistance and creations that escape the adult-centric logic-norm.