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In this action-research study, we addressed the rationality of pathologising learners in situations of difficulty in the context of schooling and its repercussions on socio-cultural conflicts. We sought to understand, identify and trace the path that leads to this phenomenon; and to identify the cases and referral criteria for poor school performance in schools in the cities of Campo Bom and Ivoti-RS. In this way, we intend to contribute and raise awareness among professionals of the pathologisation of the subjective constitutions of the learner in socio-pedagogical inclusion practices.
About the author
Doktorandin in klinischer Psychologie - UCES-BA. Master-Abschluss in kultureller Vielfalt und sozialer Integration (FEEVALE-RS); Capes-Forscher - OBEDUC-Projekt; Klinischer Psychologe/UCB - Katholische Universität Brasilia; Spezialist für klinische Pflege/Psychoanalyse (UFRGS - Bundesuniversität von Rio Grande do Sul). Dozentin: FMP/Psychesul - Instituto Capacitar-UNIP/Post-Graduierung; Master/FEEVALE.
