Medicalização e neoliberalismo nos processos de silenciamento na educação básica : cartas de uma orientadora educacional.

Abstract

This dissertation emerges from my 27 years trajectory in basic education and my professional practice as an education, from which I analyze how certain situations in everyday school life have been progressively interpreted and addressed through a medicalizing logic. Grounded in the contributions of Foucault the study problematizes the ways in which institutional discourses, educational policies, and contemporary rationalities permeate the school context, influencing practices of listening, care, and the conduct of conduct. An autobiographical and biographematic approach is adopted, understanding professional experiences, school records, and fragments of everyday life as situated productions of knowledge and power. The analytical focus lies on the role of educational counseling and its institutional entanglements. Along this path, psychologists linked to the 6th Regional Board of Education, working through supervised internships, appear as partners in actions of reception, reflection, and mediation, forming a support network for schools without constituting the central axis of the investigation. The analysis reveals tensions between normative demands and the possibilities of an educational practice sensitive to singularities, pointing to pathways for the displacement and reinvention of practices of care and listening within the school space. By problematizing these entanglements, the research contributes to critical reflection on the role of the educational counselor and to the construction of ethical and engaged modes of accompanying subjects in the school context.