A prática de medicalização dos/as "diferentes" no currículo para garantir uma pedagogia direcionada para o grupo

Abstract

The article analyzes the functioning of the medicalizing practice in the curriculum for the 6th and 7th grades of elementary school, in two schools in Belo Horizonte, one being a private school and the other a public school. In the curriculum investigated here, this practice is activated, making use of a strategic alliance between the medical discourse and the pedagogical discourse to deal with certain children in schools. It is a practice that has effects both on curriculum and on student bodies. The argument developed here is that the medicalizing practice works by producing the reasoning that medication is a prerequisite for the learning of students diagnosed with ADHD to be optimized, so that a pedagogy directed to the group work. However, there are conflicts in the implementation of this practice in the investigated curriculum. After all, we found that some students use the medication subversion strategy because they question its effects on their bodies, on their learning and on their social relationships. This highlights the urgency of finding other ways of dealing with difference in the curriculum.