EL SABER-HACER DOCENTE A CONTRAPELO DE LA MEDICALIZACIÓN DEL MALESTAR EN LA EDUCACIÓN

Resumen

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.