Entre o diagnóstico e a banalização: a função do laudo médico para a atuação docente e a patologização no contexto escolar

Abstract

This study aims to analyze the role that medical reports play in pedagogical practice, questioning how their use impacts teaching performance and contributes to processes of pathologization within the school context. It is based on the observation that, although medical reports are essential for ensuring access to rights, their use as the main reference for defining interventions has often emptied pedagogical knowledge and reinforced medicalizing logics. The guiding question was: what role do medical reports play in pedagogical practice, and how does their use impact teaching performance, contributing to processes of pathologization in the school context? The methodological approach is qualitative, exploratory, and descriptive, based on bibliographic research, document analysis, and the application of questionnaires to seven teachers from the municipal education network of Itabirito (MG). The results indicate that the centrality attributed to diagnosis does not necessarily favor inclusion, often functioning as a bureaucratic instrument that validates institutional demands but contributes little to guiding effective practices. The need to reposition teachers in this process is evident, prioritizing pedagogical knowledge and shifting the focus away from medical language as the central axis of practice. It is concluded that it is urgent to break with pathologizing logics and strengthen practices that recognize the uniqueness of students, valuing listening, observation, and the collective construction of knowledge as the foundations of inclusion.