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| Author(s): |
Tatiana de Andrade Barbarini
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Instituto de Filosofia e Ciências Humanas |
| Defense date: | 2016-10-03 |
| Examining board members: |
Maria Lygia Quartim de Moraes;
Carlos Roberto Soares Freire de Rivorêdo;
Eunice Nakamura;
Marcos Cezar de Freitas;
Gabriela Guarnieri de Campos Tebet
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| Advisor: | Maria Lygia Quartim de Moraes |
| Abstract | |
Children are part of a particular social group. They are both dependent on adult care and expected to develop a relative autonomy, in order to follow a proper path into independence and citizenship. Social representation of children as subjects of rights is based on a conception of childhood defined, according to the Brazilian Child and Youth Statute, as a state of physical, mental, moral, spiritual, and social development, susceptible of different risks. Due to this vulnerable condition, special rights aim to guarantee child liberty and dignity. Furthermore, children play other contemporary social roles, such as being a family member or a student at school. But family and school are institutions "in crisis", where unease circumstances afflict their members. Teachers feel unable to deal with a "new public". Parents experience social-historical changes in familiar settings and dispute children care responsibilities with school professionals. Children confront social vulnerability, adult narcissistic desires, and, at the same time, they are incited to act like autonomous human beings facing their guardians¿ lack of authority. These unease contingencies sicken teachers and disclose restless child experiences and behaviors in the classroom. Therefore, hyperactive, depressed, and anxious children appear on the social scene. This Doctoral Dissertation aims to analyze, through a sociological perspective, Brazilian child social embodiment and medical intervention on children identified in school settings as hyperactive and inattentive students, as Attention Deficit Hyperactive Disorder (ADHD) bearers. It is a clinical condition defined as a neurodevelopmental disorder hypothetically caused by neurotransmitters dysfunctions, responsible for controlling attention, emotions, and behaviors. In order to accomplish the thesis¿ proposals, we conducted a qualitative research composed by participant observation and semi-structured-interviews techniques. We visited four municipal, state, and private elementary schools, located in Campinas and Moji Mirim (SP), from 2013 to 2015, as well as a "non-formal" educational program in Campinas. Teachers, pedagogical coordinators, and 5-to-13-years-old students formed the group of participants observed and interviewed in field. We followed closely fifteen children (12 boys and 3 girls), among which eleven boys and one girl were designated by school professionals as ADHD bearers. Discussions and analysis are based on Foucauldian theories and Sociology of Childhood¿s perspectives. Child socialization as a political problem of individual adaptation to a societal project is the assumed investigation postulate. Technical-scientific intervention on hyperactive-inattentive children and school, a basic social institution responsible for child socialization, aims to perform that project. ADHD is its tool. The problem is also constituted by the possibility to, dealing with hyperactive-inattentive children¿s discourse, distrust hegemonic truths about their condition (AU) | |
| FAPESP's process: | 12/20776-0 - Social contexts, strategies of power and strategies of resistance on Attention Deficit Hyperactivity Disorder (ADHD) |
| Grantee: | Tatiana de Andrade Barbarini |
| Support Opportunities: | Scholarships in Brazil - Doctorate |