Transtornos do neurodesenvolvimento: o biopoder e as perspectivas de professoras da educação infantil
Year: 2026
Type: article
Abstract: This research seeks to understand the perspective that Early Childhood Education teachers have regarding Neurodevelopmental Disorders. Thirteen teachers from three Municipal Early Childhood Education Centers in the city of São Bento do Sul, SC, were interviewed. The data was analyzed using Michel Foucault’s Discourse Analysis methodology. The results show that all the teachers have had or currently have students with diagnoses. The main difficulties encountered refer to behavioral aspects, and medicalization is observed as an artifact that supports the child’s school routine. It is concluded that the teachers construct and shape their particular relationships with each diagnosed child, and these unique encounters also enable the collectivization of difference beyond hegemonic discourses.
Authors: Schiessl, Liliana, Armiliato, Vinícius
Institution: Universidade da Região de Joinville
Language: Portuguese
Topic: Psychology and Mental Health
Subfield: Clinical Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: diamond
OpenAlex ID: W7223539666