ESCOLA E SOFRIMENTO PSÍQUICO INFANTIL: CRÍTICA AO DSM E CAMINHOS PARA UMA PRÁTICA PEDAGÓGICA INCLUSIVA

Abstract

This article critically analyzes the process of the psychiatrization of childhood within the school context, highlighting the impacts of the use of the Diagnostic and Statistical Manual of Mental Disorders (DSM) on how children's psychological suffering has been interpreted and addressed in educational institutions. Based on a bibliographic review grounded in authors such as Amaral and Caponi (2020), Caponi and Daré (2020), the discussion explores how biomedical logic contributes to early labeling, stigma, and underdiagnosis of children's behaviors. In contrast, the study proposes inclusive and collaborative pedagogical strategies that emphasize attentive listening, singularity, and the integral development of students. The research points to the urgency of a sensitive, critical, and non-medicalizing educational practice committed to promoting a welcoming and inclusive school environment.