A concepção de professores a respeito de transtornos mentais na infância: uma revisão sistemática

Abstract

This article aims to analyze Brazilian scientific production on teachers' conceptions regarding mental disorders in childhood. Furthermore, the research seeks to understand some effects of these conceptions on teachers' practices. Using the systematic literature review methodology, a search was conducted in the Scientific Electronic Library Online (SciELO), the Latin American and Caribbean Literature in Health Sciences (LILACS), and the Psychology Journals (PePsic) databases, employing the descriptors “teachers,” “medicalization,” and “diagnosis.” Based on this search, six articles were selected and analyzed for a qualitative synthesis. This investigation revealed that teachers have different perceptions about childhood mental disorders, ranging from those who consider diagnosis essential for their teaching practice to those who adopt a more flexible and inclusive approach. The studies highlight that pressure for academic performance and media influence contribute to the spread of the medicalizing discourse, leading to an increase in diagnoses and early pharmacological treatments.