A formação do psicólogo e a medicalização das dificuldades de aprendizagem
Carregando...
Data
2017-12-11
Autores
Firbida, Fabíola Batista Gomes
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A medicalização é um processo ideológico que transforma problemas de ordem social em biológicos e tem sido legitimada pela Psicologia em vários momentos históricos, para ocultar desigualdades sociais, colocando sobre o indivíduo a causa e a responsabilidade por seu “fracasso”. Atualmente se constata, na área educacional, um crescente número de crianças sendo medicadas com supostos transtornos de aprendizagem, evidenciando, assim, um período denominado de “Era dos Transtornos”. Buscando desvelar esse fenômeno, esta pesquisa analisou criticamente a relação do processo de patologização e a apropriação do conhecimento psicológico pela medicina no projeto de modernização da sociedade brasileira, bem como a medicalização da educação a partir do resgate histórico da formação do psicólogo no Brasil. Mais especificamente, o objetivo desta pesquisa foi verificar, junto a cursos de graduação em Psicologia, como os alunos estão sendo instrumentalizados a se posicionarem diante da problemática da medicalização. Nessa perspectiva, este estudo questiona: Os cursos de graduação têm refletido sobre esta temática? Quais eram as vertentes de discussão sobre a medicalização e as dificuldades de aprendizagem? Que abordagens serviram de fundamentação? A fim de responder a estas questões, realizou-se um estudo de campo com professores de cursos de Formação em Psicologia de três universidades públicas do estado do Paraná. Os Planos de Ensino dessas universidades foram analisados e procedeu-se às entrevistas com os docentes, priorizando-se os profissionais que ministram aulas na área escolar e educacional. Utilizou-se como fundamento teórico-metodológico a Psicologia Escolar Crítica pautada no materialismo histórico-dialético. Como recurso para organização e análise dos dados, empregou-se a análise de conteúdo proposta por Bardin, baseada na eleição de categorias temáticas. A análise dos resultados indicou que há predominância de uma postura crítica sobre a medicalização, preocupada em romper com o modelo patologizante, e um predomínio da abordagem da Psicologia Histórico-Cultural entre os profissionais entrevistados. Por outro lado, constatou-se na análise do fenômeno, uma aproximação com a medicação. Em uma das instituições participantes verificou-se que é na área clínica e institucional que a medicalização é abordada. Portanto, constatamos que nas Universidades pesquisadas a medicalização está sendo tratada pelos professores dentro de um posicionamento contrário a legitimação desta prática com destaque para o problema da medicação, da sociedade, da educação e da própria Psicologia.
Medicalization is an ideological process that transforms social problems into biological issues and has been legitimized by Psychology in several historical moments to hide social inequalities, placing on the individual the cause and the responsibility for its "failure". Currently, in the educational area, an increasing number of children are being medicated with supposed learning disorders, thus evidencing a period called the "Age of Disorders". Seeking to unveil this phenomenon, this research critically analyzed the relationship of the process of pathologization and the appropriation of psychological knowledge by medicine in the modernization project of Brazilian society, as well as the medicalization of education from the historical rescue of the psychologist's training in Brazil. More specifically, the objective of this research was to verify, together with undergraduate courses in Psychology, how students are being instrumented to position themselves in the face of the medicalization problem. From this perspective, this study asks: Do the undergraduate courses reflect on this subject? What were the areas of discussion about medicalization and learning difficulties? What approaches served as a basis? In order to answer these questions, a field study was conducted with teachers of Psychology faculties at three public universities in the state of Paraná. The Teaching Plans of these faculties were analyzed and the interviews with those teachers were carried out, prioritizing the professionals who teach classes in the school and educational area. The Critical School Psychology based on historical-dialectical materialism was used as theoretical-methodological foundation. As a resource for organizing and analyzing the data, we used the content analysis proposed by Bardin, based on the choice of thematic categories. The analysis of the results indicated that there is a predominance of a critical posture about medicalization, worried about breaking with the pathological model, and a predominance of the Historical-Cultural Psychology approach among the professionals interviewed. On the other hand, in the analysis of the phenomenon, an approximation with the medication was verified. In one of the participating institutions, it was found that it is in the clinical and institutional area that medicalization is approached. Therefore, we find that in the researched universities the medicalization is being treated by the teachers within a position contrary to the legitimation of this practice with emphasis on the problem of medication, society, education and Psychology itself.
Medicalization is an ideological process that transforms social problems into biological issues and has been legitimized by Psychology in several historical moments to hide social inequalities, placing on the individual the cause and the responsibility for its "failure". Currently, in the educational area, an increasing number of children are being medicated with supposed learning disorders, thus evidencing a period called the "Age of Disorders". Seeking to unveil this phenomenon, this research critically analyzed the relationship of the process of pathologization and the appropriation of psychological knowledge by medicine in the modernization project of Brazilian society, as well as the medicalization of education from the historical rescue of the psychologist's training in Brazil. More specifically, the objective of this research was to verify, together with undergraduate courses in Psychology, how students are being instrumented to position themselves in the face of the medicalization problem. From this perspective, this study asks: Do the undergraduate courses reflect on this subject? What were the areas of discussion about medicalization and learning difficulties? What approaches served as a basis? In order to answer these questions, a field study was conducted with teachers of Psychology faculties at three public universities in the state of Paraná. The Teaching Plans of these faculties were analyzed and the interviews with those teachers were carried out, prioritizing the professionals who teach classes in the school and educational area. The Critical School Psychology based on historical-dialectical materialism was used as theoretical-methodological foundation. As a resource for organizing and analyzing the data, we used the content analysis proposed by Bardin, based on the choice of thematic categories. The analysis of the results indicated that there is a predominance of a critical posture about medicalization, worried about breaking with the pathological model, and a predominance of the Historical-Cultural Psychology approach among the professionals interviewed. On the other hand, in the analysis of the phenomenon, an approximation with the medication was verified. In one of the participating institutions, it was found that it is in the clinical and institutional area that medicalization is approached. Therefore, we find that in the researched universities the medicalization is being treated by the teachers within a position contrary to the legitimation of this practice with emphasis on the problem of medication, society, education and Psychology itself.
Descrição
Palavras-chave
Formação em psicologia, Medicalização, Medicação e medicina, Training in psychology, Medicalization, Medication and medicine