"Anormais escolares": a psiquiatria para além dos hospitais psiquiátricos

Abstract

A partir da análise do material decorrente de um curso de Biopsicologia Infantil ministrado em 1940 por psiquiatras do Hospital Psiquiátrico São Pedro, e destinado a professores de escolas públicas da cidade de Porto Alegre, Brasil, buscamos mostrar a pulverização do saber psiquiátrico para além dos muros do hospital. A organização dos conteúdos do curso, assim como os destinatários do mesmo, denotam as estratégias pelas quais o paradigma psiquiátrico presente no Rio Grande do Sul em meados do século passado foi disseminado para outros espaços institucionais. O curso explicita uma primeira aproximação entre os campos da psiquiatria e da educação com o intuito de instrumentalizar os professores na identificação de alunosproblema, contribuindo, assim, para a criação de dispositivos de controle e prevenção dos desvios do comportamento. O referencial teórico e metodológico fundamenta-se na perspectiva genealógica de Michel Foucault, em especial nos cursos proferidos no Collège de France em 1974 e 1975.

(Re)Significações no Processo de Avaliação do Sujeito Jovem e Adulto com Deficiência Intelectual

“…According to Séguin, the idiot is not someone whose development does not manifest, but someone whose development has been interrupted. The development in Séguin is an achievement of every individual, it is like a rule of chronological succession with an ideal arrival moment, following a temporal linearity (Silva et al, 2010). In this understanding of development, we can also find the emergence of normality patterns and their correlated meanings of abnormality.…”

“…If there is a previous development path, delimited by a temporal linearity, whose ideal destination of arrival (which would occur in adulthood) is defined for all subjects, and if there are subjects who do not achieve this ideal of development, precisely because their linearity is interrupted, then we have the indication of those that do not fit an established normative pattern. In this case, the understanding (and production) of idiocy emerges as a deviant state of a norm (Silva et al, 2010). And so it goes on to define that the idiot is, in fact, an abnormal.…”

“…From Silva et al (2010), we can point to Édouard Séguin, from the 19th century, as responsible for producing a new understanding of the idiocy concept, taking the concept of development, coined by Esquirol, as the central element for this definition. According to Séguin, the idiot is not someone whose development does not manifest, but someone whose development has been interrupted.…”

“…Since, to the medical instruments there was nothing left to do to improve the conditions of the idiots, their discussions about the possibility of improving them through education had started (SILVA et al, 2007). Silva et al (2010), when analyzed discourses produced by psychiatry in the country in the middle of the 20th century, indicated that, in that context, it was possible to perceive the necessary alliance instituted by the knowledge of psychiatry (responsible for identifying the abnormal via clinical diagnoses) and school practices (responsible for the indication of possible abnormalities, referred for evaluation and clinical identification). According to Silva et al (2010), the issue of education becomes crucial, because school can function as the first prophylactic instance before a formal referral to mental health services.…”

“…It is perceived, then, as stated by the authors, a strategy of the psychiatric power to expand beyond the walls of the hospital. Thus, the psychiatrist requires help from the educator to detect which students are potentially capable of having an abnormality, and it is up to the professional to perform the tests that will reveal the truth about the student (Silva et al, 2010).…”