ADHD, Medicalization, and Neuroculture: A Possibility for Transformation in Light of Freirean Epistemology
ADHD, Medicalization, and Neuroculture: A Possibility for Transformation in Light of Freirean Epistemology
The present dissertation aims to reflect on the reality of medicalization in Basic Education schools and the impact of this phenomenon on students diagnosed with ADHD. It also seeks to discuss Foucaultian concepts that are fundamental to the establishment of this neurocultural paradigm and to present Freirean Epistemology as a possible means of overcoming this reality, in order to offer pedagogical support to teachers in favor of an educational act that goes beyond diagnoses and, furthermore, proposes a dialectical and liberating process within educational institutions. In the theoretical framework, we present the concept of neuroculture as a biopolitical device of control that uses the “cerebralization” of individuals’ suffering and maladjustments so that psychiatry may label them as “Disorders”—that is, as what is “out of order” in the brain and/or also “outside the order” of the normalizing dictates of neoliberalism. Experiencing such interferences in the formation of their subjectivities causes these students, when referred to health services, to become part of the large mass of medicated individuals. In terms of methodology, a qualitative approach was chosen as the methodological path. For data collection, university students who had been diagnosed in childhood as having ADHD were interviewed in order to verify whether their university experiences reflect the medicalization to which they had been subjected. The data were analyzed through the method of meaning nuclei analysis, with the aim of identifying the meanings attributed by the students in their narratives.