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Revista Brasileira de Educação Especial
versión impresa ISSN 1413-6538versión On-line ISSN 1980-5470
Resumen
SA, Ana Luiza DE FRANÇA y MARSICO, Giuseppina. School Institutionalization and its Contribution to the Production of Learning Disorders: a Study on the School’S Social Subjectivity. Rev. bras. educ. espec. [online]. 2022, vol.28, e0003. Epub 09-Ago-2022. ISSN 1980-5470. https://doi.org/10.1590/1980-54702022v28e0003.
Subjectivity expresses a specific quality of the individual’s experience marked by culture when integrating symbolic elements with emotionality that simultaneously constitute the subjects and their contexts. From the theoretical framework of subjectivity in a cultural-historical perspective, the presence of a diagnosis of learning disorder at school is understood as a phenomenon of social subjectivity. Tus, the aim of this study was to understand how a diagnosis of learning disorder is integrated into the social subjectivity of the school. Te study was carried out in the early grades of an Elementary School in Brasília, Distrito Federal, Brazil. Te method and procedures of analysis were based on the Qualitative Epistemology with the use of a variety of written and non-written instruments applied to school professionals, among which three teachers constituted privileged informants. Trough the production of indicators, the hypothesis that school institutionalization contributes to the production of learning disorders was defined. In this sense, a theoretical model is presented, which represents the configuration of the social subjectivity of the school of which school institutionalization is part. It is concluded that the incorporation of the diagnosis of learning disorder into the pedagogical routine contributes to a scientific refinement of the exclusion of students who disagree with school expectations.
Palabras clave : School; Clinic diagnosis; Subjectivity; Socio-historical-cultural theory.