Medicalização-patologização da infância: despraticando normas a partir de olhares oblíquos.

Abstract

This research introduces themselves in the widest thematic about the process of childhood medicalization-pathologization in scholar context, in view of your questioning. Relating to the education field, considering the complexity of your practices and the existence of process make-sick that pretends social adaptation and rules in normativity. The research had the objective of understanding, which are, and how to act the medicalization-pathologization practices in scholar life of children’s in scholar institution of childhood education in Sobral City, Ceará. Considering the effects and resistance to this process. The theoretical perspective adopted includes socio-historic and genealogic studies about the modes of subjectivation in childhood and critic-politic approaches about medicalization and pathologization of childhood in the education and health interface. Was used cartography as methodology, for understand it as a perspective that allows understanding the scholar daily as a network of knowledge and complex powers in movement. Looked by an investigation that considered the transversality in their doing, as the non-neutrality. Adopted as procedures of production of fields data, the observation-participating and interview in order to put in the analysis the perspectives of research actors, in the case, children, teachers and researcher. The analysis point to those practices of pathologization-medicalization related with practices of normalization in exercise both in relation teacher-child and between children’s. They support themselves in governance and adjustment of subjects to social imperatives, linked to neoliberals and capitalistic ideas. Was noticed as effects of erasure of differences between subjects, the creation of “autistic identity”, well as the “withdrawal” of teacher knowledge, addressed to children’s and specialists, besides to production of hierarchical relationships between children-students inside the classroom. The resistance practiced for the children’s, teachers and research dispositive intend the force field existent, showing that how much rigid can be looked the normalization, always have potency for the emergence of novelty and of reinvention.