Diagnostics and prognostics: reports on the configuration of many experiences of schooling
This article examines the topic of medical reports on the experiences of schooling. This topic has been widely discussed since the beginning of the 21st century, associated with the production of individual diagnoses, such as the indication of dyslexia or attention deficit/hyperactivity disorder, to...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2019 |
| País: | Brasil |
| Institución: | Fundação Carlos Chagas (FCC) |
| Repositorio: | Cadernos de Pesquisa (Fundação Carlos Chagas. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.publicacoes.fcc.org.br:article/6328 |
| Acceso en línea: | https://publicacoes.fcc.org.br/cp/article/view/6328 |
| Access Level: | acceso abierto |
| Palabra clave: | Escolarização Deficiências Fracasso Escolar Dislexia. Scolarisation Carences Échec scolaire Dyslexie. Escolaridad Deficiencias Fracaso escolar Schooling Deficiencies School failure Dyslexia. |
| Sumario: | This article examines the topic of medical reports on the experiences of schooling. This topic has been widely discussed since the beginning of the 21st century, associated with the production of individual diagnoses, such as the indication of dyslexia or attention deficit/hyperactivity disorder, to explain school failure. Based on surveys conducted in recent years, this study critically examines the theme of pathologizing school life as more comprehensive. This greater inclusiveness concerns the historical presence of reports on experiences of school segregation. And, it is not just a matter of history. In the current scenario, the schooling of disabled or chronically ill children is marked by the subordination of pedagogical arguments to the stigmatizing logic of the reports. |
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