Como os processos de medicalização respondem às políticas públicas e avaliações externas: um olhar a partir do discurso de uma escola de alto IDEB
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Data
2019-03-23
Autores
Garcia, Amanda Trindade [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O aprendizado da linguagem escrita tem sido um desafio na educação brasileira apontado nos dados e resultados de avaliações e índices educacionais, a exemplo do Índice de Desenvolvimento da Educação Básica (IDEB). Nesse cenário, figura como agravante a medicalização da educação, com a atribuição equivocada de rótulos de “doenças do não aprender” aos alunos em processo de apropriação da linguagem escrita e com a transformação de questões sociais em questões individuais, o que resulta na biologização da educação e contribui para o fracasso escolar. Tal desafio articulado com essa medicalização da educação implica a necessidade de se voltar ao interior da escola, revendo também, dentre outros aspectos, a formação e prática docente precarizadas. Subsidiada por essas ideias, essa pesquisa tem como questões de pesquisa: a escola com o maior Índice de Desenvolvimento da Educação Básica (IDEB) tem alguma relação com a quantidade de crianças consideradas por seus professores como aquelas que apresentam “doenças do não aprender”? O IDEB alto influencia a adoção, por parte do professor, de práticas medicalizadoras, a exemplo da identificação, equivocada, de crianças com “doenças de não aprender”? Essas crianças se relacionam de modo negativo com a escrita, incorporando o sentimento de incapacidade? Frente a esses questionamentos, a pesquisa foi empreendida com o objetivo de compreender de que modo o discurso medicalizante de uma escola estadual de ensino fundamental de alto IDEB repercute no processo educacional de crianças de uma sala de 3º ano e desvelar a relação desse discurso com as políticas públicas e avaliações externas. A geração de dados ocorreu mediante as situações dialógicas com os seis protagonistas da pesquisa, registradas em áudio e, narrativas registradas em diário de campo durante situações observadas. A análise dos dados privilegiou os enunciados quanto ao conteúdo e contexto de enunciação, subsidiada pelos pressupostos bakhtinianos e da teoria histórico-cultural. Os dados gerados indiciaram cinco eixos de análise, a saber: “Atribuição de rótulos negativos às crianças e a incorporação do sentimento de incapacidade na contramão da constituição de sujeitos”, que diz respeito a atribuição equivocada de rótulos negativos em crianças no processo de apropriação da linguagem escrita; “Formação docente e prática pedagógica medicalizante: em busca de uma educação com sentido”, que descreve sobre as práticas pedagógicas mecânicas encontradas em sala de aula e como os professores trabalham a linguagem; “Ato responsável: quem assume?”, que caracteriza a abstenção dos educadores de sua responsabilidade; “Processo de medicalização da educação ao longo da história: o que a escola tem a dizer”, com a descrição do caminho da medicalização da educação que culmina na prescrição de remédios e tratamentos e as suas consequências; e, por fim, “As avaliações externas e as políticas de estado: um conceito de qualidade e a cobrança do ensino em questão”, que trata das influências dos processos avaliativos e seus índices nas práticas pedagógicas em sala de aula. Os dados desvelaram que a atribuição de rótulos negativos às crianças em processo de apropriação da linguagem escrita contribui para a incorporação, por parte dessas crianças, de um sentimento de incapacidade, o que resulta em uma relação negativa com esse aprendizado. Atrelada a isso, está a formação docente precarizada que propicia, em sala de aula, práticas pedagógicas medicalizantes pautada no ensino mecanicista com atividades de repetição e cópia. Nessa problemática encontrada em sala de aula, ninguém assume a responsabilidade, deslocando-a para outras pessoas ou instâncias. A medicalização da educação pode, em alguns casos, desencadear na prescrição, por parte de profissionais da saúde, de remédios e tratamentos da área da medicina.
The learning of the written language has been a challenge in Brazilian education pointed out in the data and results of educational evaluations and indexes, like the Index of Development of Basic Education (IDEB). In this scenario, the medicalization of education is aggravated, with the misattribution of labels of "diseases of not learning" to students in the process of appropriation of written language and the transformation of social issues into individual issues, which results in the biologization of education and contributes to school failure. Such a challenge articulated with this medicalization of education implies the need to return to the interior of the school, also reviewing, among other aspects, precarious teacher training and practice. Subsidized by these ideas, this work has as research questions: what is the relation of the school with the highest Basic Education Development Index (IDEB) with the number of children considered by their teachers as those with "diseases of not learning"? Does the high IDEB influence the teacher's adoption of medicalization practices, such as mistakenly identifying children with "diseases of not learning"? Do these children relate negatively to writing learning process, incorporating feelings of inadequacy? Faced with these questions, the research was undertaken with the objective of understanding how the medicalizing discourse of a high IDEB elementary school repercussions in the educational process of children in a third year room, and also to unveil the relation of this discourse with the public policies and external evaluations. Data generation occurred through the dialogical situations with the six protagonists of the research, recorded in audio and narratives recorded in field diary during observed situations. The analysis of the data privileged the statements about the content and context of enunciation, subsidized by the Bakhtinian presuppositions and the historical-cultural theory. The data generated indicated five axes of analysis, namely: "Attribution of negative labels to children and the incorporation of the feeling of incapacity against the constitution of subjects", which concerns the misattribution of negative labels in children in the process of appropriation of the written language; "Teacher training and medical pedagogical practice: in search of an education with meaning", which describes the mechanical pedagogical practices found in the classroom and how teachers work the language; "Responsible act: who assumes?", which characterizes the abstention of the educators of their responsibility; "Process of medicalization of education throughout history: what the school has to say", with the description of the path of the medicalization of education that culminates in the prescription of medicines and treatments and their consequences; and, finally, "External evaluations and state policies: a concept of quality and the collection of the teaching in question", which deals with the influences of the evaluation processes and their indexes in the pedagogical practices in the classroom. The data revealed that the attribution of negative labels to children in the process of appropriation of written language contributes to the incorporation, by these children, of a feeling of incapacity, which results in a negative relation with this learning. Coupled with this, there is precarious teacher training that provides, in the classroom, medicalizing pedagogical practices based on mechanistic teaching with activities of repetition and copying. In this problematic found in the classroom, nobody takes responsibility, shifting it to other people or instances. The medicalization of education can, in some cases, trigger the prescription by health professionals of medicines and treatments in the area of medicine.
The learning of the written language has been a challenge in Brazilian education pointed out in the data and results of educational evaluations and indexes, like the Index of Development of Basic Education (IDEB). In this scenario, the medicalization of education is aggravated, with the misattribution of labels of "diseases of not learning" to students in the process of appropriation of written language and the transformation of social issues into individual issues, which results in the biologization of education and contributes to school failure. Such a challenge articulated with this medicalization of education implies the need to return to the interior of the school, also reviewing, among other aspects, precarious teacher training and practice. Subsidized by these ideas, this work has as research questions: what is the relation of the school with the highest Basic Education Development Index (IDEB) with the number of children considered by their teachers as those with "diseases of not learning"? Does the high IDEB influence the teacher's adoption of medicalization practices, such as mistakenly identifying children with "diseases of not learning"? Do these children relate negatively to writing learning process, incorporating feelings of inadequacy? Faced with these questions, the research was undertaken with the objective of understanding how the medicalizing discourse of a high IDEB elementary school repercussions in the educational process of children in a third year room, and also to unveil the relation of this discourse with the public policies and external evaluations. Data generation occurred through the dialogical situations with the six protagonists of the research, recorded in audio and narratives recorded in field diary during observed situations. The analysis of the data privileged the statements about the content and context of enunciation, subsidized by the Bakhtinian presuppositions and the historical-cultural theory. The data generated indicated five axes of analysis, namely: "Attribution of negative labels to children and the incorporation of the feeling of incapacity against the constitution of subjects", which concerns the misattribution of negative labels in children in the process of appropriation of the written language; "Teacher training and medical pedagogical practice: in search of an education with meaning", which describes the mechanical pedagogical practices found in the classroom and how teachers work the language; "Responsible act: who assumes?", which characterizes the abstention of the educators of their responsibility; "Process of medicalization of education throughout history: what the school has to say", with the description of the path of the medicalization of education that culminates in the prescription of medicines and treatments and their consequences; and, finally, "External evaluations and state policies: a concept of quality and the collection of the teaching in question", which deals with the influences of the evaluation processes and their indexes in the pedagogical practices in the classroom. The data revealed that the attribution of negative labels to children in the process of appropriation of written language contributes to the incorporation, by these children, of a feeling of incapacity, which results in a negative relation with this learning. Coupled with this, there is precarious teacher training that provides, in the classroom, medicalizing pedagogical practices based on mechanistic teaching with activities of repetition and copying. In this problematic found in the classroom, nobody takes responsibility, shifting it to other people or instances. The medicalization of education can, in some cases, trigger the prescription by health professionals of medicines and treatments in the area of medicine.
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Palavras-chave
Medicalização da educação, Doenças do não aprender, Linguagem escrita, Medicalization of education, Diseases of not learning, Written language