PSYCHOANALYSIS AND SCHOOL INCLUSION: REDIMENSIONING THE DÉFICIT THEORY
DOI:
https://doi.org/10.5216/ia.v35i1.13140Keywords:
Inclusão escolar, TDA/H, PsicanáliseAbstract
Historically, the notion of the ‘normal/abnormal child’ was discussed, using as a basis the psychological and medical discourses of the 19th and 20th centuries and highlighted that nowadays the dichotomy between normality/abnormality, within the parameters of biological psychiatry, is thought to be the result of a balance/imbalance of neurotransmitters. In this view in the case of childhood, the most commonly used description is that of Attention-Deficit Hyperactivity Disorder (ADHD). This study points out how this issue can be discussed from a psychoanalytical viewpoint and in terms of a diagnostic analysis, critically discussed school inclusion for these children.Downloads
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