Escolarização Patologizada: Configurações de uma Prática Educacional

Abstract

This research aimed to highlight the need to pay attention to the problem of the pathologization of difficulty in the learning process, with the aim of questioning about a possible worsening of this process in the context of the school that works in line with the principle of Education for All (Inclusive School). It was intended to reflect about the disappearance of difficulty as a process triggered in the relationship with school knowledge, but that in the context of inclusive school turns into some disorder, passing to be seen not as a pedagogical problem, but as a clinical case. The methodological procedure encompassed: bibliographic research of the scientific production at postgraduate level in the areas of Education and Psychology, in the intention to survey the theoretical formulations produced on the pathologization of difficulty in the process of learning in researchs published in the catalog of theses and dissertations from the Capes, in the period between 1990 and 2016, with the goal of contextualizing the object of study by entering it in the field of investigations; a review of the literature to scroll through the history of the concepts of medicalization, pathologization, learning difficulty and intellectual disability, evidenced by the tendency of a dynamic of diagnoses confirmed by empirical data collected during the research; an analysis of official documents of the School Census (INEP) which showed the amount of Students diagnosed with mental disorders, especially the intellectual disability. The results showed how the relationship between disease and health configured and sparked, in the modern and contemporary world, a series of political, social, economic and educational actions and investments, at the conduct of situations involving behaviors considered inadequate. They reinforced the idea of the worsening of the pathologization of education, materialized in diagnoses of mental disorders, in particular intellectual disability, in the context of an educational system that proposes to inclusive education,but which in fact ends up objectified in exclusionary and prejudiced practices, operationalized by the expansion of a biologizing and individualizing rationality of the difficulties in the schooling process.