Possíveis implicações da produção diagnóstica nas práticas de educação especial

Abstract

This study presents a reflection on the management of special education practices practiced in regular schools, considering the context of Inclusive Education and aims to analyze possible implications of the diagnosis on special education practices from the medicalization discourses. It arises from concerns about the medicalization of students and about the impacts that the production of diagnoses can have on the lives of the subjects, produced during my academic career in the Special Education - Day Course, at the Center of Education of the Federal University of Santa Maria (UFSM). These concerns continued to mobilize me to study and brought me to the Specialization Course in Educational Management - CEGE/UFSM. The analytical materiality of the study was structured based on an interview with a special education teacher, from a private school in Santa Maria/RS. At the end of the analyzes, built from the poststructuralist theoretical framework, I understand that the medicalization discourses that have been constituted as a governing mechanism in contemporary society, end up producing in the school the individualization of problems that are collective and, thus, making behaviors ill. whose causes are often social rather than organic. In this context, special education may end up focusing its practice from the need for clinical referrals that may result in medical diagnoses and prescriptions, which would weaken the look we need to direct to the subject and his or her unique life histories if we are to understand it. to enhance your learning.