MEDICALIZING DISCOURSES IN CHILD EDUCATION: PROBLEMS ABOUT SPECIAL EDUCATION
Nombre: DÉBORA NASCIMENTO DE OLIVEIRA
Tipo: MSc dissertation
Fecha de publicación: 16/09/2019
Supervisor:
Nombre |
Rol |
|---|---|
| JAIR RONCHI FILHO | Advisor * |
Junta de examinadores:
| Nombre |
Rol |
|---|---|
| ANDRESSA MAFEZONI CAETANO | Internal Examiner * |
| ELIZABETE BASSANI | Internal Examiner * |
| JAIR RONCHI FILHO | Advisor * |
| MARIA RIZIANE COSTA PRATES | External Examiner * |
Resumen: This paper presents as a central question how the discourses include medicalization in the daily life of pre-primary education and how special education is brokered by such medicalizing discourses. By medicalization we mean the process of transforming social, historical and political issues into medical ones. The research is based on the poststructuralist perspective by treating Michel Foucault's notion of discourse as an essential concept, bringing in its core the problematizations about normalization, subjectivation and knowledge-power relations, along with other Foucaultian interlocutors that had relevance to the analysis of our data. For discussion of the notion of medicalization we brought authors who defend different theorizations, such as Illich, one of the pioneers in the studies on the theme, based on dialectical historical materialism; and Moysés and Collares as references nationwide, just citing a few in a diverse range that make up this work. This work is a case study that uses as a tool the principles of cartography as a type of research. It is a case study as it focuses on a single location and is a cartography as it uses its clues, considering that we are working on a procedural plan WHERE we are also data producers and not just collectors. The research plan is a Municipal Center of Preprimary Education from Vitória, WHERE the researcher also acts as an employee. We present the conception of our product, as a prerequisite of the masters degree, which is a children's literature that can be used for teacher training and for the child reading in the classroom, also representing a demedicalizing practice.
