Diagnósticos de Tdah e Medicalização da Vida: Estudos de Caso Em Psicologia Escolar Com Crianças do Piauí

Abstract

This research aimed to analyze the impact of ADHD diagnosis in the lives of children diagnosed with the disorder, through four case studies: Mateus, 7 years old and Rafael, 7 years old, public school students, and Renan, 10 years old and Caio de 12 years old, private school students. For the composition of the cases, interviews were carried out in a virtual way (due to the Covid-19 Pandemic) with teachers, family members and with the children participating in the research. The cases were analyzed from the perspective of Critical School Psychology. From this research, it was possible to establish that the reverberations of ADHD diagnosis occur in a social context marked by Medicalization and by the view of the Organicist Current of ADHD explanation. Thus, the diagnosis has an impact on the child's life even before it materializes: still in the diagnostic process, when the child starts to attend health specialists in order to find out what is wrong with him. Interventions (drugs and other therapies, especially psychotherapy and occupational therapy) are the prescribed solutions for the problem found: in this case, ADHD. The importance of thinking about interventions beyond interventions on the child itself is perceived, since intervention projects and changes in socio-educational factors have the potential to promote new possibilities of behavior for the child, assuch behavior manifests itself in certain contexts. This demonstrates the relevance of the view of the Historical-Cultural Current, seeking an expanded understanding of each case, considering and trying to circumvent the lenses placed by the phenomenon of Medicalization, to propose new alternatives for considering the ADHD fact. Regarding the different realities of children enrolled in the public school system and in the private school system in the city of Parnaíba, it was noticed that, depending on the mode of teaching (within the reality of remote learning), there are divergences in the child's motivation and involvement. during class, as well as that the family's financial conditions interfere with the access and quantity of health treatments performed by the child after being prescribed by the neuropediatrician.