The subjects who inhabit the borders
DOI:
https://doi.org/10.24054/rcsf.v3i1.757Keywords:
childhood, learning, exclusion, DSM, pathologizationAbstract
INTRODUCTION: This attempt to address the reality of many children who, despite not presenting a pathology or disability, require a diagnosis or certificate to ensure their permanence in school, within a school integration or inclusion project, and a series of health benefits. METHODS: A historical review is offered about the social construction surrounding "difference and normality," in order to understand that current medical and educational practices are not too far from ancient times.RESULTS: Only some names have been replaced by others, but the archetypes remain intact, and separation continues to be the most frequent response for those subjects who inhabit the borders, who find themselves in a situation of social exclusion. ANALYSIS AND DISCUSSION: The use of the "DSM," which promotes the "pathologization and medicalization of childhood," is questioned. CONCLUSIONS: The risks of early labeling and its effects on the future of children are unknown.
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Copyright (c) 2017 María Fernanda Felice
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