Title:	Atuação da psicologia escolar frente à patologização e medicalização da educação superior
Authors:	Chagas, Julia Chamusca
Orientador(es)::	Pedroza, Regina Lúcia Sucupira
Assunto::	Psicologia escolar Ensino superior Saúde mental Estudantes universitários
Issue Date:	8-May-2019
Data de defesa::	10-Dec-2018
Citation:	CHAGAS, Julia Chamusca. Atuação da psicologia escolar frente à patologização e medicalização da educação superior. 2018. xv, 226 f. Tese (Doutorado em Processos de Desenvolvimento Humano e Saúde)—Universidade de Brasília, Brasília, 2018.
Abstract:	This work is based on the conception of Psychology of Vigotski and Wallon, founded on dialectical historical materialism. Our object of study is the role of the school psychologist at UnB regarding the process of pathologization and medicalization of Higher Education. We understand that such process comprises reducing explanations about difficulties of schooling on individual characteristics, thus hiding social, historical, political and pedagogical elements. Studies on this topic concerning Higher Education are uncommon. Researches show that the role of School Psychology at this level of education remains focused on individual care of students. Higher Education in Brazil has undergone changes that demand educational models that are more flexible, comprehensive and welcoming of human development diversity. It is essential to understand how the process of pathologization and medicalization of education has presented itself in this new reality. We intended to investigate the role of the school psychologist at UnB, regarding the process of pathologization and medicalization of Higher Education, in order to formulate possibilities for this professional to work on embracing human development diversity at university. We sought inspiration in the autoethnographic method to conduct an investigation, based on a professional experience, attempting to broaden the look to the field of research and to bring flexibility to the process of collective construction of knowledge. This research was carried out at the Support Program for People with Special Needs and at the University Orientation Service of University of Brasília. We used as investigative resources: participant observation, documentary research on the Service‟s archives; and semi-structured interviews with three former managers and two servers from SOU, and with a former student from PPNE. The information constructed were analyzed in its content and confronted against each other and against the theoretical framework. We compiled a history of the work in school psychology at this University and investigated the process of pathologization and medicalization of Higher Education present in its daily life. We were able to identify how this process was constituted historically and is currently developing: 1) in the operationalization of academic processes, serving as control and surveillance without any educational function; 2) in SOU's role in reproducing and maintaining the logic of student's individual accountability for academic failure; and 3) in PPNE „s part as a medicalizer of the reception to students disability and as a simulation of inclusion. We elaborated a proposal for the school psychologist‟s work regarding the pathologization and medicalization of Higher Education by respecting and appreciating human development diversity. We emphasize the need to collaborate on defending the university as a public good, recovering its commitment to innovation on guaranteeing the right of all its members to education. We defend the thesis that the process of pathologization and medicalization of Higher Education acts as an ideology of opacity by hiding the devastation of Brazilian universities by disguising the real causes of academic failure. We argue that School Psychology can contribute to the denunciation of this process and to its confrontation by actions alongside the academic community that favor the recovery of the meaning of university based on free thought, innovation and experimentation in a democratic and solidary community socially referenced.
metadata.dc.description.unidade:	Instituto de Psicologia (IP) Departamento de Psicologia Escolar e do Desenvolvimento (IP PED)
Description:	Tese (doutorado)—Universidade de Brasília, Instituto de Psicologia, Programa de Pós-graduação em Processos de Desenvolvimento Humano e Saúde, 2018.
metadata.dc.description.ppg:	Programa de Pós-Graduação em Processos de Desenvolvimento Humano e Saúde
Licença::	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Appears in Collections:	Teses, dissertações e produtos pós-doutorado

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