Medicalização do/no processo de ensino-aprendizagem: perspectiva de uma professora

Abstract

The phenomenon of medicalization transforms problems of social, historical, and political order into biological and individual issues. In the educational context, this logic usually shifts the blame for school failure onto students and their families, ignoring structural determinants. This Course Completion Work aimed to analyze the perspectives of an elementary school teacher on the medicalization of the teaching-learning process on the school floor. The study adopted a qualitative and exploratory methodology and is delineated as field research. A face-to-face semi-structured interview was conducted with a teacher from the municipal network of Uberlândia, whose transcription was analyzed through meaning nuclei. The results revealed a foundational contradiction: the school, due to the precariousness of public policies, finds itself hostage to the production of medical reports to obtain support professionals and institutional 'relief', which disregards teaching knowledge, labels students, and violates legal precepts. Furthermore, an alarming scenario of severe exhaustion and mental suffering among the category was evidenced, culminating in career abandonment as a self-preservation strategy. It is concluded that medicalization acts as a curtain that hides the structural ruins of education, making the strengthening of public policies urgent.