MEDICALIZATION OF EDUCATION AND THE MEANINGS OF NOT LEARNING DISCURSIVIZED IN PEDAGOGICAL DOCUMENTATION: A LOOK AT SCHOOL DISCOURSE

Abstract

In the field of education, there is a network of medicalizing and pathologizing explanations that seek to justify not learning, under which diseases of not learning proliferate attributed to students in the initial phase of the formal process of writing appropriation. Based on such ideas, the present study aimed to understand the meanings about not learning in the written speeches of an elementary school, in a medium-sized municipality in the interior of Sao Paulo, designated as the one with the largest number of teachers with complaints about students who do not learn. From documentary research, the process of generating and understanding the data considered here refers specifically to the situation of two children enrolled in classes of 1st and 2nd years, respectively. The results, based on the statements discursivized by the school, in this documentation, indicated a process of subjecting these children to the process of appropriating this language modality, as well as the naturalization of meanings of not learning constituted under medicalizing and pathologizing tendencies of educational processes.