SCHOOLING PROBLEMS, MEDICALIZATION AND TEACHING: OTHER PERSPECTIVES

Abstract

This article shows a research conducted with twenty teachers, who work at two federal educational institutions, aiming to comprehend perceptions over schooling problems that, besides crossing the pedagogical practice, are also tagged with the usual medicalized view of the hegemonic medical power and knowledge. Along with such teachers, we also sought to know possible solutions, pointed by them, to the difficulties found routinely, even if these educators do not feel prepared to deal with situations not addressed in teacher’s education. In the end, we considered the need for a more empathic look at the teacher, so that this professional can handle the challenges that arise in the school system, with a team support.