Abstract
Resumo Este artigo apresenta diferentes perspectivas teóricas que dizem respeito às crianças vistas como agitadas e desatentas na escola. Foram identificadas duas abordagens: uma predominantemente biológica e outra predominantemente social. Na primeira abordagem, a agitação e a desatenção são caracterizadas como alterações situadas no indivíduo, com base biológica, e descritas como sintomas do transtorno de déficit de atenção e hiperatividade (TDAH), uma doença mental. Na segundaabordagem, o foco é deslocado para o contexto psicológico, educacional, social,histórico e cultural, e suas influências sobre o processo de desenvolvimentohumano. São discutidos conceitos de normalidade e suas implicações sociais. Éapresentada uma visão crítica à crescente medicalização do processo de ensinoaprendizado e à transformação de problemas coletivos em problemas individuais, de modo a eximir as instituições de suas responsabilidades. Inspirada na perspectiva histórico-cultural, é proposta uma visão integradora, que abranja escola, família e sociedade, expandindo possibilidades de planejamento e atuação educacional e social.
Highlights
Resumo: Este artigo apresenta diferentes perspectivas teóricas que dizem respeito às crianças vistas como agitadas e desatentas na escola
The interest on the theme is due to the increasing view of this phenomenon as a symptom of a disorder (Attention Deficit Hyperactivity Disorder - ADHD) and, as presented by Collares and Moysés (1996), the medicalization of the teaching-learning process
In the systematization of nomenclature (Antony & Ribeiro, 2008; Santos & Vasconcelos, 2010), we observe a variety of names used to designate ADHD, as a minimal brain damage (1940s), hyperkinetic impulse disorder and hyperkinetic reaction of childhood (1960s), attention deficit disorder with or without hyperactivity (1970s), attention deficit disorder (1980s) and attention deficit disorder and hyperactivity (1990s)
Summary
One of the ways to approach agitation and inattention is to frame it in a diagnosis of ADHD. With the increase in the number of children considered as “problems” in schools, sent to specialists in the health area, diagnosed with mental illnesses, and the increasing medicalization of children, some researchers have defended a critical view about the possible excesses in diagnostics, highlighting the importance of distinguishing biological and social questions. Such authors affirm as the components are taken as pathologies lead children in school age to be submitted to treatments of this “problems” increasing the number of those with disorders and medication users. The practice of “referring” children that do not correspond to what is demanded in schools happens, according to Patto (1996), since the 1920s, when around the world there was an increase in the number of clinics specialized in diagnosing and treating children with learning problems and school mismatch
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