<?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>2175-3520</journal-id>
<journal-title><![CDATA[Psicologia da Educação]]></journal-title>
<abbrev-journal-title><![CDATA[Psic. da Ed.]]></abbrev-journal-title>
<issn>2175-3520</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica de São Paulo. Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2175-35202023000100048</article-id>
<article-id pub-id-type="doi">10.23925/2175-3520.2023i56p48-57</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[MEDICALIZAÇÃO DA EDUCAÇÃO, TDAH E SUBJETIVIDADE: UM ESTUDO DE CASO PARA ALÉM DO DIAGNÓSTICO]]></article-title>
<article-title xml:lang="en"><![CDATA[Medicalization of Education, ADHD and Subjectivity: A Case Study Beyond Diagnosis]]></article-title>
<article-title xml:lang="es"><![CDATA[Medicalización de la Educación, TDHA y Subjetividad: Un Estudio de Caso Más Allá del Diagnóstico]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Soares]]></surname>
<given-names><![CDATA[Luísa Arcoverde Bezerra]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Goulart]]></surname>
<given-names><![CDATA[Daniel Magalhães]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade de Brasília  ]]></institution>
<addr-line><![CDATA[Brasília DF]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>56</volume>
<fpage>48</fpage>
<lpage>57</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2175-35202023000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2175-35202023000100048&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2175-35202023000100048&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo aborda a medicalização no contexto da educação e se fundamenta em uma pesquisa cujo objetivo foi compreender processos subjetivos relacionados a esse fenômeno em um adolescente diagnosticado com transtorno do déficit de atenção com hiperatividade. A pesquisa foi sustentada pelo referencial proposto por González Rey, definido pela articulação entre Teoria da Subjetividade em uma perspectiva histórico-cultural, Metodologia Construtivo-Interpretativa e Epistemologia Qualitativa. O estudo de caso em questão envolveu um trabalho de campo de três meses, com encontros quinzenais com o participante. Os instrumentos utilizados foram dinâmicas conversacionais, complementos de frases e dinâmica com arte. Os resultados mostram que, longe de apresentar um problema de aprendizagem, o adolescente expressa processos de aprendizagem marcados pela reflexividade, curiosidade e produções autorais. O estudo de caso apresentado desafia a forma como o diagnóstico tem sido supervalorizado em sala de aula, enquanto as motivações autênticas dos estudantes permanecem à margem da escolarização.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper addresses medicalization in the context of education whose objective was to understand subjective processes related to this phenomenon in an adolescent diagnosed with attention deficit hyperactivity disorder. The research was supported by the framework proposed by González Rey, which is defined by the articulation between Theory of Subjectivity from a cultural-historical perspective, Constructive-Interpretative Methodology, and Qualitative Epistemology. The case study in question involved three months of fieldwork, with biweekly meetings with the participant. The instruments used were conversational dynamics, sentence complements, and dynamics with art. The results show that, far from presenting a learning problem, the adolescent expresses learning processes marked by reflexivity, curiosity, and authorial productions. The case study presented challenges the way the diagnosis has been overestimated in the classroom, while the student&#8217;s authentic motivations remain on the margins of schooling.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo trata sobre la medicalización en el contexto de la educación, y está fundamentado en una investigación cuyo objetivo principal fue el de comprender los procesos subjetivos relacionados a este fenómeno en un adolescente diagnosticado con trastorno por déficit de atención con hiperactividad. La investigación tuvo como fundamento teórico el trabajo realizado por González Rey, quien propuso la articulación entre la Teoría de la Subjetividad en una perspectiva histórico-cultural, la Metodología Constructivo-Interpretativa y la Epistemología Cualitativa. Para el estudio de caso, en cuestión, fue realizado un trabajo de campo de tres meses, que incluyó encuentros quincenales con el adolecente. Los instrumentos utilizados en la investigación se centraron en dinámicas conversacionales, completamiento de frases y dinámicas con arte. Los resultados obtenidos mostraron que, además de no presentar problemas de aprendizaje, el adolescente fue capaz de expresar procesos marcados por la reflexividad, curiosidad y producciones autorales. El estudio de caso presentado cuestiona la hiper valoración de los diagnósticos realizados en las salas de aula, no obstante, evidencia que las auténticas motivaciones de los estudiantes se encuentran marginadas en la escolarización.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Medicalização]]></kwd>
<kwd lng="pt"><![CDATA[Subjetividade]]></kwd>
<kwd lng="pt"><![CDATA[Transtorno do Déficit de Atenção com Hiperatividade]]></kwd>
<kwd lng="en"><![CDATA[Medicalization]]></kwd>
<kwd lng="en"><![CDATA[Subjectivity]]></kwd>
<kwd lng="en"><![CDATA[Attention Defict Hyperactivity Disorder]]></kwd>
<kwd lng="es"><![CDATA[Medicalización]]></kwd>
<kwd lng="es"><![CDATA[Subjetividad]]></kwd>
<kwd lng="es"><![CDATA[Trastorno por Déficit de Atención con Hiperactividad]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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