Práticas de poder : a objetivação e a subjetivação do sujeito aluno hiperativo na mídia

Abstract

This research has as an objective the verification of the mediatic discoursive practice that objectivates and subjectivates the subject hyperactive student. It is observed the discoursive processes that constitutes this scholar subject identity, by verifying the occurrence of discoursive regularities between the medical and the scholar discourse in the media. Therefore, It is used the theorical-methodological concepts developed by the French philosopher Michel Foucault, specially topics related to the enunciative modalities, the disciplinary power, the biopolitic and the biopower, which were a background to the analysis of truth effects found in the corpora of this work, that is composed by articles which deals with the Attention Deficit and Hyperactivity Disorder (ADHD). Thus, this research aims to analyze the discoursive net that constructs the identity of the hyperactive student in the midiatic discoursive practice and how, in this discourses, occurs this construction, and the exercise of the disciplinary power that controls this subject of education. The analysis that had been done shows that, in a first moment, it is produced an effect of marginalization about this subject who is characterized as a restless, disattentive, unquiet, among others representations discoursivized by authorized subjects, as the school and the medicine. Secondly, the legitimacy to this diagnosis occurs when this subject is lead to a visibility system in which the hyperactive student is exposed to the medical and the scholar discourses that by the observation in class or by the realization of clinical exams will construct a knowledge about this subject. In this case, the scholar knowledge says that thehyperactive student is considered as exposed by reflection its different behavior in school. To the medical knowledge, the diagnosis is based on the data that points out that there is something wrong in this subject's brain, which is confirmed by the realization of interviews and clinical exams. At last, the midiatic discourse presents the necessity of treatment to this subject. As a consequence, the discourses analyzed works with two perspectives: the medical treatment that uses drugs and, on the other hand, the medical treatment that doesn't use medicines as a manner to deal with the ADHD and the ways that the teacher should conduct itself in the classroom when dealing with this student. According to it, it is observed the occurrence of the scholar and the medical knowpower which intends to normatize and discipline the hyperactive student in the social enviromments related.