BOLIVIAN CHILDREN IN PUBLIC EDUCATION: MEDICALIZATION, DEFICIENT FRAMEWORKS AND STIGMATIZATIONS BASED ON AUTISTIC SPECTRUM DISORDER
DOI:
https://doi.org/10.5216/ia.v46i2.67920Abstract
This article analyzed recent schooling experiences of Bolivian children, specifically in the city of São Paulo. With ethnographic records made in the field research that allowed participating in everyday scenes in three municipal public schools and in their surroundings, it was possible to perceive continuous processes of stigmatization, with actions that have reiterated that Bolivian children are prone to Autistic Spectrum Disorder (ASD). The categories of analysis used were “medicalization” and “making deficiency”. With these categories, the excerpts of speech presented demonstrate how Bolivian children have been constantly stigmatized and referred to clinical psychological and neurological assessment services, disregarding cultural particularities.
KEYWORDS: Bolivians. Medicalization. Making Deficiency. Autistic Spectrum Disorder.
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