CROSSINGS BETWEEN ASSESSMENT AND MEDICALIZATION IN EARLY EARLY EDUCATION: HOW ARE CHILDREN IN THIS PROCESS?
Nombre: SIMONE NASCIMENTO LOUREIRO
Fecha de publicación: 30/09/2024
Junta de examinadores:
Nombre |
Rol |
|---|---|
| JAIR RONCHI FILHO | Presidente |
| MARIA RIZIANE COSTA PRATES | Examinador Externo |
| VITOR GOMES | Examinador Interno |
Resumen: This study aimed to analyze possible implications between the assessment of the learning process of children completing the Early Childhood Education stage of a Municipal Early Childhood Education Center (CMEI) in Vitória and the medicalization of children. The study was developed based on the research line “Educational Practices, Diversity and School Inclusion” of the Professional Postgraduate Program in Education of the Federal University of Espírito Santo. In this study, we also sought to understand how the assessment processes implemented from different subjects and different space-times occur, and how these collaborate (or not) with the medicalization process of children, in addition to analyzing the data contained in the Descriptive Reports prepared by the CMEI, in the Group 6 classes, with regard to the studied theme. We rely on various theoretical frameworks to understand the concepts of medicalization and assessment, including Illich (1975), Foucault (1977) and Moysés & Collares (1996), which lead us to think beyond the origin of the term, about the growing medicalization process of children diagnosed with “diseases of not learning”, and Hoffmann (1996), Esteban (2006) and Patto (1999), which help us understand assessment as a need to consider the differences that constitute children as social and individual subjects. As a methodology, we rely on the use of a variety of tools, beginning with the analysis of documents and continued with semi- structured interviews with the different research subjects, always focusing on the need to consider the researcher’s observations about the surroundings of these processes in order to carry out the analysis that supports this work. Continuing along this path, in addition to the dissertation presented here, a videocast consisting of dialogues on assessment and medicalization and on how children have been thought of in this context was produced as an Educational Product. The result of this research is expected to be the problematization of possible implications of medicalization in the assessment of children's learning, which can often favor the production of clinical reports. In this sense, it is important to seek to understand the assessment processes of the children, considering their learning path and time, giving them the right to be assessed in their singularities.
