Detalhes bibliográficos
| Ano de defesa: |
2020 |
| Autor(a) principal: |
Lima, Marla Fernanda Bastos |
| Orientador(a): |
Hashizume, Cristina Miyuki |
| Banca de defesa: |
Campos, Elisabete Esteves Ferreira,
Cruces, Alacir Villa Valle |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/2152
|
Resumo: |
The educational context has been a privileged space for the dissemination of the medical speech, which expands through numerous classifications of alleged learning disorders, diagnoses and drug prescriptions. Children’s and adolescents’ school life becomes labelled by the pathologization of non-learning, which conceals the ailments of the school and the educational system, as well as blames the student, the family and even teachers. Based on Educational Psychology authors and Michel Foucault’s contributions, we seek to reference this study, which has as its objective the problematization of the consequences of the medicalization in school life. Particularly, we aim to identify discourses that circulate in the school environment about student’s behaviors and learning; discuss the implications of the medical knowledge into the pedagogical context and examine the conditions of possibilities for the micro-political production of depathologized school spaces. Inspired by the intervention research, this study has been carried out in an elementary school in the city of São Bernardo do Campo. It has been used as instruments the semi-structured interview and unsystematic observations registered on a field journal. We argue that the medicalization processes that are unveiled at school can hide the real difficulties of teaching learning relationships, delegitimize the pedagogical knowledge instead of the legitimacy of medical discourse and obscure the possibilities of projecting challenges of this territory and create possibilities, strengthen ties, recognize and accept the differences. We were able to identify that the speeches of school agents carry some medicalizing aspects, but they also make moves to understand the schooling processes beyond this perspective. In relation to the use of medicines, the participants, at certain times, point them out as something positive for learning, and in other moments as a producer of apathy. The reports, medications and prescriptions provided by healthcare professionals do not meet the needs of the teachers. Lastly, they are Always the ones who have to find solutions for the classroom challenges. The work of school management has proven to be important in order to help teachers with their anguish and promote spaces for dialogue. Actions created by the school and the work of teachers evidence that the school, as a micro- political space, can based on its own field of knowledge, build the paths for an educational space which seeks to depathologize life and change school trajectories.(AU) |
