O discurso medicalizante do TDAH e suas implicações no processo de ensino e de aprendizagem no ensino médio

Medicalization is configured as the transformation of human characteristics, such as suffering, behavior and inattention, into pathologies. The school has become closer to medical concepts and adopted medicalizing practices for pedagogical issues. The contributions of HistoricalCultural Theory (THC) are relevant to this study, understanding the social environment as an essential pillar in the construction of identity and learning. The school plays a fundamental role in this construction, whether for the purpose of presenting socially constructed knowledge to students or through mediation in the development of their Higher Psychological Functions, (FPS) such as memory and attention. This research was organized with the general objective of identifying in the speech of students diagnosed with ADHD the perception about the mediations that facilitate their learning process, problematizing the medicalization of pedagogical processes and as specific objectives: to know the understanding of students diagnosed with ADHD enrolled in the institution about its teaching-learning process and the mediations offered by IFRN that facilitate this process. The data analysis pointed out how medicalizing practices accompanied students throughout their school trajectory, and students with disabilities were not offered, in space, the necessary mediation so that they could learn, culminating in failures at times. In all the situations investigated, the medicalization of education is present, either by transferring to the subjects the responsibility for not learning or in the use of medication by such young people, without a real evaluation of the benefits or harms for these adolescents in the long term. As it is a professional master's degree, the generated product consists of a digital infographic aimed at the institution's teachers, whose content will deal with the theme demedicalization of education and its relationship with learning, from the students' perspective.

Grantor dc:publisher

Universidade Federal do Rio Grande do Norte

Year dc:date.issued

2024

Author dc:creator

• Rodrigues, Julie Isabelle Freitas

Advisor dc:contributor.advisor

• Barreto, Maria da Apresentação

• Educação especial
• Medicalização
• Teoria histórico-cultural
• TDAH

Statement dc:rights

• Acesso Aberto

Language dc:language

pt_BR

Repository record dc:identifier.uri

https://repositorio.ufrn.br/handle/123456789/60871

OAI identifier oai:identifier

oai:repositorio.ufrn.br:123456789/60871