<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0100-1574</journal-id>
<journal-title><![CDATA[Cadernos de Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Cad. Pesqui.]]></abbrev-journal-title>
<issn>0100-1574</issn>
<publisher>
<publisher-name><![CDATA[Fundação Carlos Chagas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0100-15742019000300316</article-id>
<article-id pub-id-type="doi">10.1590/198053146328</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[DE DIAGNÓSTICOS E PROGNÓSTICOS: LAUDOS NA CONFIGURAÇÃO DE MUITAS EXPERIÊNCIAS DE ESCOLARIZAÇÃO]]></article-title>
<article-title xml:lang="en"><![CDATA[DIAGNOSTICS AND PROGNOSTICS: REPORTS ON THE CONFIGURATION OF MANY EXPERIENCES OF SCHOOLING]]></article-title>
<article-title xml:lang="fr"><![CDATA[DES DIAGNOSTIQUES AUX PRONOSTIQUES: RÔLE DES CERTIFICATS MÉDICAUX DANS LA CONFIGURATION DE NOMBREUSES EXPÉRIENCES DE SCOLARISATION]]></article-title>
<article-title xml:lang="es"><![CDATA[SOBRE DIAGNÓSTICOS Y PRONÓSTICOS: INFORMES EN LA CONFIGURACIÓN DE MUCHAS EXPERIENCIAS DE ESCOLARIZACIÓN]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Freitas]]></surname>
<given-names><![CDATA[Marcos Cezar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Garcia]]></surname>
<given-names><![CDATA[Eduardo de Campos]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Nove de Julho  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>07</month>
<year>2019</year>
</pub-date>
<volume>49</volume>
<numero>173</numero>
<fpage>316</fpage>
<lpage>340</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0100-15742019000300316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0100-15742019000300316&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0100-15742019000300316&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa o tema dos laudos médicos na configuração de experiências de escolarização. Trata-se de um tema muito presente desde o início do século XXI, associado à produção de diagnósticos individuais, como a indicação da dislexia ou do transtorno do déficit de atenção e hiperatividade para explicar o fracasso escolar. Com base em pesquisas realizadas nos últimos anos, o presente estudo analisa criticamente como o tema da patologização da vida escolar é mais abrangente. Essa maior abrangência diz respeito à presença histórica dos laudos em experiências de segregação escolar. E não é somente questão histórica. No atual cenário, a escolarização de crianças com deficiência ou cronicamente enfermas é marcada pela subordinação dos argumentos pedagógicos à lógica estigmatizante dos laudos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This article examines the topic of medical reports on the experiences of schooling. This topic has been widely discussed since the beginning of the 21st century, associated with the production of individual diagnoses, such as the indication of dyslexia or attention deficit/hyperactivity disorder, to explain school failure. Based on surveys conducted in recent years, this study critically examines the theme of pathologizing school life as more comprehensive. This greater inclusiveness concerns the historical presence of reports on experiences of school segregation. And, it is not just a matter of history. In the current scenario, the schooling of disabled or chronically ill children is marked by the subordination of pedagogical arguments to the stigmatizing logic of the reports.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse le thème des certificats médicaux dans la configuration d&#8217;expériences de scolarisation. Il s&#8217;agit d&#8217;un thème très présent depuis le début du XXIe siècle, associé à la production de diagnostics individuels, tels que l&#8217;identification de la dyslexie, du trouble du déficit d&#8217;attention ou de l&#8217;hyperactivité, pour expliquer l&#8217;échec scolaire. Basée sur des recherches menées ces dernières années, cette étude analyse de façon critique comment la pathologisation de la vie scolaire est une question plus vaste. Cette ampleur s&#8217;explique, en partie, par la présence historique des certificats médicaux dans les expériences de ségrégation scolaire. Ce n&#8217;est pas qu&#8217;une question historique. Dans le scénario actuel, la scolarisation d&#8217;enfants handicapés ou atteints de maladies chroniques est marquée par la subordination des arguments pédagogiques à la logique stigmatisante des certificats médicaux.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza el tema de los informes médicos en la configuración de las experiencias de escolarización. Este es un tema muy común desde principios del siglo XXI, asociado con la producción de diagnósticos individuales, como la indicación de dislexia o trastorno por déficit de atención e hiperactividad para explicar el fracaso escolar. Basado en la investigación realizada en los últimos años, el presente estudio analiza críticamente cómo el tema de patologización de la vida escolar es más completo. Este alcance más amplio se refiere a la presencia histórica de informes en experiencias de segregación escolar. Y no es solo un asunto histórico. En el escenario actual, la escolarización de niños con discapacidades o enfermos crónicos está marcada por la subordinación de los argumentos pedagógicos a la lógica estigmatizante de los informes.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[ESCOLARIZAÇÃO]]></kwd>
<kwd lng="pt"><![CDATA[DEFICIÊNCIAS]]></kwd>
<kwd lng="pt"><![CDATA[FRACASSO ESCOLAR]]></kwd>
<kwd lng="pt"><![CDATA[DISLEXIA]]></kwd>
<kwd lng="en"><![CDATA[SCHOOLING]]></kwd>
<kwd lng="en"><![CDATA[DEFICIENCIES]]></kwd>
<kwd lng="en"><![CDATA[SCHOOL FAILURE]]></kwd>
<kwd lng="en"><![CDATA[DYSLEXIA]]></kwd>
<kwd lng="fr"><![CDATA[SCOLARISATION]]></kwd>
<kwd lng="fr"><![CDATA[CARENCES]]></kwd>
<kwd lng="fr"><![CDATA[ÉCHEC SCOLAIRE]]></kwd>
<kwd lng="fr"><![CDATA[DYSLEXIE]]></kwd>
<kwd lng="es"><![CDATA[ESCOLARIDAD]]></kwd>
<kwd lng="es"><![CDATA[DEFICIENCIAS]]></kwd>
<kwd lng="es"><![CDATA[FRACASO ESCOLAR]]></kwd>
<kwd lng="es"><![CDATA[DISLEXIA]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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