Abstract
Current research verifies media discourse practices which objectify and subjectify the hyperactive student. Discourse processes that constitute the subject of education are analyzed. They verify the occurrence of discursive regularities between the medical and the school discourses within social media discourse. The theoretical and methodological concepts developed by Michel Foucault are employed, with special reference to topics related to enunciation modalities, disciplinary power, normalization and normativity which make possible the analysis of the effects of truth of enunciations in the corpus of current project. The latter comprise articles published in Brazilian newspapers and magazines and other educational texts on Attention Deficit and Hyperactivity Disorder (ADHD). Research investigates the discursive formations that deal with the identity of the subjects and tries to understand how knowledge- power and history-memory relationships produce truth effects on hyperactive students' identity. Likewise, it also discusses how truth effects establish meaning effects that marginalize the subjects and label them as restless, non-attentive, disquiet and others furnished by authorized subjects who intend to normatize and discipline the hyperactive student within social environments.
Highlights
Current research verifies media discourse practices which objectify and subjectify the hyperactive student
O sujeito professor, com base no corpus desta pesquisa, assume uma posição discursiva na qual são evidenciados os aspectos pedagógicos e as formas de lidar com esse sujeito da educação no espaço escolar, o que não é apropriado para o espaço hospitalar, haja vista o caráter biológico dos discursos recorrentes em tal instituição, onde se opera uma arqueologia do olhar médico, que tem por finalidade conhecer, explicar e medicar o doente
É nessa perspectiva, portanto, que observamos a dispersão de enunciados sobre o Transtorno do Déficit de Atenção e Hiperatividade (TDAH), ocorrendo, desse modo, um confronto no processo de constituição identitária do sujeito-hiperativo, pois, ao mesmo tempo em que ele é visto como ‘anormal’, ao ser medicalizado e receber tratamento diferenciado no espaço escolar, começa a passar por um processo de inclusão, o qual se sustenta no poder da disciplina, que busca a produção homogênea dos indivíduos na sociedade
Summary
Current research verifies media discourse practices which objectify and subjectify the hyperactive student.
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
