TEACHERS’ KNOW-HOW AGAINST THE GRAIN OF THE MEDICALIZATION OF DISTRESS IN EDUCATION

Authors

DOI:

https://doi.org/10.48075/d6tfw040

Keywords:

Psychoanalysis, Education, Malaise, Medicalization, Teachers’ know-how

Abstract

Students who deviate from the expected school standards are often referred to medical and psychological services, becoming potential bearers of diagnoses. Disregarding the fact that the school trajectory of children and adolescents tends to be inconsistent, educational institutions seek to resolve difficulties identified in the educational process outside the school context. Faced with students who deviate from the norm, educators find a way to alleviate the discomfort produced by pointing to a possible individual dysfunction of the student. From this perspective, this article addresses the listening to teachers during the pandemic context, which took place upon the return to in-person classes. It is the result of an intervention-research carried out with educators through discussion circles held throughout 2022, in both in-person and virtual formats. Based on the dialogue between Psychoanalysis and Education, this article problematizes the place that intertwines medicalization and education. Considering the pandemic context, it proposes that teachers’ know-how can confront the process of medicalization that invades the school, questioning the hegemonic relationship established between education and medicalization.

Author Biographies

  • Larissa Costa Beber Scherer, Rio de Janeiro State University

    Doctor of Psychology, with an emphasis on Subjectivity, Culture and Clinical Practices, from the Postgraduate Program in Psychology at the Federal University of Rio de Janeiro (2020-2024), CAPES scholarship recipient. Master's degree in Education from the Federal University of Rio Grande do Sul (2014), CNPq scholarship recipient. Specialization in Psychoanalytic Theory from the University of Vale do Rio dos Sinos (2000) and undergraduate degree in Psychology from the Federal University of Rio Grande do Sul (1992). Currently, she is a professor in the specialization course in Psychoanalysis with Children and Psychoanalysis and Mental Health at SEPAI - Psychoanalysis Service for Child and Family Care, where she teaches a course on psychoanalysis and education. She was a collaborating professor at Faculdade São Judas Tadeu, teaching the subject of Educational Psychology, and a content professor in the postgraduate program in Education at Universidade Estácio de Sá. She was a member of the Psychoanalysis and Education Working Group of ANPPEP from 2018 to 2024. She was a substitute assistant professor at the Federal University of Rio de Janeiro from 2016 to 2018, teaching Psychology and Education courses. She was a professor in the Postgraduate Program in Clinical and Institutional Psychopedagogy at Augusto Motta University in 2015 and 2016, teaching courses on Inclusion and Education. She was a researcher at the Interdisciplinary Center for Studies on Childhood, Adolescence and Youth (NIAJ) at the Federal University of Rio de Janeiro and at LAPSE - Research Group in Psychoanalysis, Education and Social Bond - UFF/UFRJ. Currently, she is an associate researcher at NUPPEC - Axis 3 - UFRGS and a psychologist at the State University of Rio de Janeiro. She is an analyst member of the Porto Alegre Psychoanalytic Association. She works in the area of ​​psychology and education, with an emphasis on psychoanalysis. She conducts research in the areas of psychology, education, and psychoanalysis; medicalization; child and adolescent mental health; education and processes of subjectivation; teacher training and teacher malaise. She is the author of articles and book chapters on psychoanalysis and education.

  • Cristiana Carneiro, Federal University of Rio de Janeiro

    Psychoanalyst and Associate Professor at the Federal University of Rio de Janeiro. Post-doctoral fellow at Sorbonne-Paris Diderot (2018). Holds a degree in Psychology from the Federal University of Rio de Janeiro (1992), a specialization in psychoanalysis from Santa Úrsula University (1997), a master's degree in Clinical Psychology from the Pontifical Catholic University of Rio de Janeiro (1997), and a doctorate in Psychology from the Federal University of Rio de Janeiro (2002). She was a professor in the Psychoanalysis Specialization course at the Santa Úrsula University Association and the Higher Institute of Education of Rio de Janeiro until 2009. Since then, she has been a professor at the Faculty of Education of the Federal University of Rio de Janeiro and, since 2016, a professor in the Postgraduate Program in Psychology at UFRJ, in the Subjectivity, Culture and Clinic line of research. She served as vice-coordinator of the program from 2022 to 2024. She coordinates NIPIAC/NIAJ (Interdisciplinary Research and Exchange Center for Contemporary Childhood and Adolescence) and is part of the Scientific Council of the Desidades Journal, created by NIPIAC in 2014. She also participates in the national commission of the National Network of Researchers on Brazilian Youth (REDEJUBRA). She was an associate editor of the journal Arquivos Brasileiros de Psicologia. She coordinated the Psychoanalysis and Education Working Group of ANPEPP (National Association for Research and Graduate Studies in Psychology) from 2019 to 2022. She participates in the Psychoanalysis, Education and Social Bond (LAPSE) group, CLINP (Psychoanalytic Clinic), RED INFEIES (International Interuniversity Network of Psychoanalytic and Interdisciplinary Studies and Research in Childhood and Institutions), RUEPSY (International University Network of Psychoanalytic Studies in Education), and RSMCA (National Network for Research in Mental Health of Children and Adolescents). Her research focuses on clinical practice and education, with childhood and adolescence as central themes.

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Published

21-10-2026

Issue

Vol. 28 No. 2 (2026): Dossiê: Violência escolar, conflitos e impactos socioemocionais.

Section

Demanda Contínua

License

Copyright (c) 2026 Larissa Costa Beber Scherer, Cristiana Carneiro

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How to Cite

SCHERER, Larissa Costa Beber; CARNEIRO, Cristiana. TEACHERS’ KNOW-HOW AGAINST THE GRAIN OF THE MEDICALIZATION OF DISTRESS IN EDUCATION. Ideação, [S. l.], v. 28, n. 2, p. 373–394, 2026. DOI: 10.48075/d6tfw040. Disponível em: https://saber.unioeste.br/index.php/ideacao/article/view/37475. Acesso em: 28 oct. 2026.