ENTRE A EDUCAÇÃO INCLUSIVA E A MEDICALIZAÇÃO DA INFÂNCIA

Abstract

This research was dedicated to studying the medicalization of children's behavior with the aim of references to the situation of early childhood education. The hypothesis of this research argues that when inclusive education is colonized by practices medicalization of life and behavior, instead of collaborating with socialization and development, can be much more a means of framing behavior and subjection of children. The objectives of this research proposal are, in general: to analyze which relationship between inclusive education and the processes of medicalization of child behavior in school. As for the specific objectives, we seek: a) to show how the issue of inclusion is arranged in educational policies; b) present how historically the understanding of what the medicalization of life is and c) analyze the limits of medicalization and their relationship with their progress towards early childhood education. The rationale for these referrals is that these children present behaviors that are said to be outside the standard of normality. This work is, therefore, a critical analysis of these processes. . Methodologically, qualitative research was used, through the analysis of the main field references, as well as the analysis of important normative documents: RCNEI, LDB, DCNs. The immediate effect of this is that many young children are being forwarded indiscriminately by parents, influenced by educators, to professionals of health. Research demonstrates that not all truths are said and done, but supported by a hegemonic vision. In the case of pathologizing the child, such conduct results in in treatments that individualize and stigmatize the student.