RELAÇÃO PROFESSOR-ALUNO E O DRAMA DA PSIQUIATRIZAÇÃO DOCENTE: UM ESTUDO A PARTIR DE DADOS DO MUNICÍPIO DE GOIANIA

Gisele Toassa; Jullyana Silva Rosa; Ana Laura De Moura Septimio; Pabliny Marques De Aquino; Karinny Gonçalves da Silva

doi:10.1590/SciELOPreprints.5269

##article.authors##

Gisele Toassa Universidade Federal de Goiás https://orcid.org/0000-0003-3166-7935
Jullyana Silva Rosa Universidade Federal de Goiás https://orcid.org/0000-0003-0986-430X
Ana Laura De Moura Septimio Universidade Federal de Goiás https://orcid.org/0000-0002-2393-0484
Pabliny Marques De Aquino Universidade Federal de Goiás https://orcid.org/0000-0001-6709-0192
Karinny Gonçalves da Silva Universidade Federal de Goiás https://orcid.org/0000-0001-9476-9408

DOI:

https://doi.org/10.1590/SciELOPreprints.5269

Keywords:

teacher-student interaction, historical-cultural psychology, Medicalization

Abstract

As a result of the Project "Medicalization in Goiás: critical investigations in the history and contemporaneity of biopsychosocial practices and discourses", this paper reports a research on the drama of teacher’s psychiatrization in the teacher-student relationship in the municipal educational system of Goiania, Brazil. The sickness absenteeism of teachers from elementary education for medical reasons coded with the F index of the ICD-10 envisages a context of precariousness of work in capitalism, with impacts on the social relationship between teachers and students. We discuss the characteristics pointed out in this interaction that reveal the dialectical complexity of the drama of psychiatric illness and the material conditions of the work experience, performing a qualitative analysis of data collected in sheets, synthesized from medical license records made available by the Municipal Medical Board. Our reference was Cultural-Historical Psychology as interpreted by Yves Clot's Clinic of Activity. We considered 35 sheets that refer to the teacher-student relationship during the process of teacher’s psychiatrization. Thereon, we divided categories between complaints and its developments, which reveal a common process in the suffering of these teachers. The results note that the occupational psychopathologies is related to the precariousness and expropriation of the real of the activity from the workers. We conclude our research with emphasis on the intervention of the collective as a resource to face psychiatrization, as well as subsidizing public policies that aim to face the precariousness of work as a socially constituted process at the heart of a dialectical historical-social context.

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Author Biographies

Gisele Toassa, Universidade Federal de Goiás

Gisele Toassa is associate professor (Universidade Federal de Goiás, Goiânia, Brazil). She concluded her postdoctoral research at the Graduate Program of History and Theory of Psychology, York University (grant from CAPES, Ministry of Education, Brazil). Her Ph.D. was in School Psychology and Human Development (Instituto de Psicologia, Universidade de São Paulo, São Paulo, 2009), M.A. on Education (Universidade Estadual Paulista, Marília, Brazil, 2004), B.A. on Psychology (Universidade Estadual Paulista, Bauru, Brazil, 2002), B.A. on Speech Pathology and Audiology (Universidade de São Paulo, Bauru, Brazil, 2000). She focus her research on Cultural-Historical Activity Theory and its developments in the theoretical construction of Psychology as a science as well as a number of critical professional practices.

Jullyana Silva Rosa, Universidade Federal de Goiás

Undergraduate student of the 6th semester of Psychology - Bachelor's and Teaching Degree, Faculty of Education, Federal University of Goiás (FE/UFG). She was a PIBIC scientific initiation scholarship holder by CNPQ from 2021-2022 and in the PIVIC modality from 2022-current, at the same institution. She is currently doing a non-mandatory internship at the Department of Early Childhood Education DEI / CEPAE / UFG. She is interested in: Cultural Historical Psychology, Developmental Psychology and Psychoanalysis.

Ana Laura De Moura Septimio, Universidade Federal de Goiás

Undergraduate student of the Psychology course at the Federal University of Goiás (UFG), in the academic degree of bachelor and licentiate.

Pabliny Marques De Aquino, Universidade Federal de Goiás

MA student in the Graduate Program in Psychology (PPGP) at the Federal University of Goiás. Graduated in Psychology, Bachelor and Teaching, from the Federal University of Goiás. She was a CNPq Scientific Initiation Scholar between the years 2017-2021, studying topics related to human development and mental health, under the bias of historical-cultural psychology. She is currently a CNPq scholarship holder. She studies themes related to gender, racial issues, motherhood and psychoanalysis.

Karinny Gonçalves da Silva, Universidade Federal de Goiás

She has a technical degree in Electrotechnics from the Integrated Unit SESI/SENAI Aparecida (2014), in which he developed projects in the area of robotics and building automation. She participated in research projects in this unit, among which stand out: Learning Methods Using Pedagogical Games (2014) and Optimization of Processes for Production and Full Use of Food (2014). He participated in the research project "Engineering and Maintenance Control in Power Transformers" for a period of one year (2015-2016) while a student of the Electrical Engineering course at the Federal University of Goiás. She holds a bachelor's degree and a degree in psychology from the Federal University of Goiás-UFG and is a member of the robotics nucleus Pequi MecÂnico-UFG. She received a scientific initiation scholarship from CNPQ with the work entitled "Medicalization and work of municipal education teachers in Goiás: a study using descriptive statistics". She is currently a master's student at the Graduate Program in Psychology at UFG, participating in the research line "Historical, Theoretical and Political Bases of Psychology.