Resumen

CHRISTOFARI, Ana Carolina  y  FREITAS, Claudia Rodrigues de. Medicalized childhood: what does the school have to say?. Rev. Educ. Espec. [online]. 2023, vol.36, e71676.  Epub 11-Sep-2024. ISSN 1984-686X.  https://doi.org/10.5902/1984686x71676.

What does the school have to say about medicalized childhood? Diagnostic inflation in this space strengthens the pathologizing classifications of children and young people who do not fit in a pattern that delegitimizes their singularities. The "need for medical diagnosis" indicates the fragility of the pedagogical field in analyzing and solving the challenges of the school routine from its knowledge field. Considering the context, this paper aims to analyze the scientific production of the way the process of medicalization of school life is updated and strengthened in Brazil. To this end, research we carried out in search of an Integrative Literature review on the topic in focus between the years 2015 and 2021, and taking the SCIELO platform as a reference. This time frame is justified because it considers the publication of DSM-5 in Brazil a milestone in the process of diagnostic inflation of schoolchildren. There is a common dynamic among schools following a certain order: school complaint, referral of the student to health services, return of specialists - usually with diagnosis, prescription of drugs, and silencing of the school concerning the pedagogical debate of solving everyday challenges. A medicated child, as a rule, is a forgotten child, expropriated from her childhood, invisible in her power of being. There is a tendency to seek solutions in the health area for what is presented as a problem in the school environment, whether related to behavioral issues or to the learning processes. The research denounces a school practice that seeks support in drug resources with the prospect of a quick solution to the presented challenges.

Palabras clave : Medicalization; Pathologization; Childhood.

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