A clinicalização da existência: problematizações e atualizações acerca do olhar médico sobre o público da Educação Especial

Authors

DOI:

https://doi.org/10.4013/edu.2023.271.33

Keywords:

Special Education, Diagnosis, Deficiency, Birth of the Clinic

Abstract

Sixty years ago, Foucault presented a history of the gaze, by addressing the development of the medical observation and the way in which singular knowledge about the sick individual was structured throughout clinical modernity (FOUCAULT, 1980). Aiming at updating his contributions, in this text, we have problematized the displacements that occurred in the medical gaze on the classification and diagnostic production of people with disabilities. In order to do that, we analyzed the medical and social perspectives present in some manuals, such as: DSM-5, ICD-10, CIF and the most recent one, IFBr-M. Based on the analyses, we realized that, although there are different conceptions of disability guiding these manuals, the medical gaze still produces the clinicalization of existence, by classifying not only bodies and their deficiencies, but also their functionalities and capabilities. However, subjective existences cannot be captured, and it is precisely in the difference that their power is found.

Author Biographies

Kamila Lockmann, Universidade Federal do Rio Grande - FURG

Doutora e Mestreem Educação pela Universidade Federal do Rio Grande do Sul (UFRGS). Professora Adjunta do instituto de Educação e do Programa de Pós-Graduação em Educação da Universidade Federal do Rio Grande (FURG).

Rejane Ramos Klein, Universidade Federal do Rio Grande do Sul

Professor at the Interdisciplinary Department at the Campus Litoral Norte at the Federal University of Rio Grande do Sul (UFRGS). Graduated in Pedagogy (2002), Master (2005) and PhD in Education (2010) from the University of Vale do Rio dos Sinos (UNISINOS). Conducted Post-Doctoral studies in the Graduate Program of the Lutheran University of Brazil (ULBRA) (2019-2020). Acts as Deputy Leader of the Study and Research Group on Education and In/exclusion (GEIX/CNPQ). Participates in the Study and Research Group on Inclusion (GEPI/CNPq) and is part of the Research Network on Inclusion, Learning and Technology in Education (RIIATE). It works with the following themes: School Inclusion, Educational and Curriculum Policies, Teacher Training.

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Published

2023-11-13

Issue

v. 27 (2023)

Section

Dossiê: Vidas (im)possíveis entre o clínico e o pedagógico

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