Encounters betwee n disability, childhood and teacher training contributions to adress the medicalization of education in the present
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Abstract
This work builds a space to problematize a research and extension Brazilian project,
developed since 2016, focusing on in-service teacher training on the matter of disability, inclusion
and classroom aid practices. The discussions presented emerge from disability studies intertwined
with narratives related to early childhood education practices from the 2019 meetings’ participants. A
knowledge of experience was acquired through both classroom experiences and demedicalization studies allowing us to question the ways we think about the relations between disability, childhood
and teacher education and to confront the logic of medicalization, by approaching other perspectives.
The analysis of school practices shows the strength of biomedical model invading the relationship
between adults and little children and, thus, brings to presence the need to challenge the hegemonic
view with the social model of disability. This perspective enables us to question the production of
diagnosis generated before actual encounters with the children. The analysis of the fragments presented
reveals growth, movements, tensions and overcomings. At the end, some questions are presented on
medicalization of childhood in education in pandemic times.
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