Banca de DEFESA: NILZA DIAS SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NILZA DIAS SILVA
DATE: 31/08/2025
TIME: 10:00
LOCAL: Google Meet
TITLE:

PSYCHIATRIC DIAGNOSIS IN EVERYDAY SCHOOL LIFE: A MEDICALIZATION EXPERIENCE?

KEY WORDS:

medicalization, education, pathologization, learning

PAGES: 150
BIG AREA: Ciências Humanas
AREA: Psicologia
SUBÁREA: Tratamento e Prevenção Psicológica
SPECIALTY: Desvios da Conduta
SUMMARY:

This research addresses how schools accommodate students' peculiarities in educational environments, particularly learning difficulties. It highlights how psychiatric diagnoses are increasingly used to portray non-learning behaviors as mental disorders, reinforcing the medicalization of education, an effect of the broader process of medicalization of life. Based on this understanding, the main objective of this research is to identify the relationships and meanings woven around medical/psychological diagnoses in the school environment, specifically their effects on the practices and conceptions of the pedagogical team in relation to so-called diagnosed students. Of a qualitative nature, the research used both the bibliographic review method, to research the function of school in modernity and its relationship with the processes of medicalization and production of school failure, as well as fieldwork, specifically semi-structured interviews, to gather the perspectives of the actors involved in the field. The field research was conducted at the Paul Harris Municipal Center for Special Education, where interviews were conducted with the school's teachers. The results indicate that the school environment is strongly impacted by medicalization, evidenced by the prevalence of medical reports that attribute physical and behavioral comorbidities, such as intellectual or physical disabilities, to injuries or rare diseases. However, the research also found that teachers actively implement specific practices to engage students, promoting experiences that allow them to progress beyond what their diagnosis might suggest. Despite the strong influence of medicalization, the study concludes that teachers' efforts to invest in students can provide an alternative path to what is often labeled as "school failure," promoting greater appreciation of student subjectivity. This suggests that, although diagnoses are predominant, there are ongoing efforts in schools to counter the deterministic view of medicalization, focusing on individual potential and growth.

COMMITTEE MEMBERS:
Presidente - 1195374 - DEBORAH UHR
Interna - 1737790 - ROSANE BRAGA DE MELO
Externo à Instituição - ROSSANO CABRAL LIMA - UERJ