Subjetivaciones farmacológicas: Déficit atencional, psicoestimulantes y prácticas escolares en dos colegios de Santiago, Chile
Resumo
Este artículo propone un abordaje semiótico-material para pensar con el Trastorno por Déficit de Atención/Hiperactividad (TDAH) y el uso de psicoestimulantes. A partir de una etnografía de las prácticas acontecidas en dos colegios de Santiago, sostenemos que una aproximación prágmatica, relacional y posthumanista abre al análisis otros procesos y dinámicas respecto a como niños y niñas diagnósticadas, medicamentos, compañeras, profesores y otros actores humanos y no-humanos interactuan y se co-afectan, enactando versiones singulares del diagnóstico y de los efectos de la medicación. Así, proponemos resituar la discusión para evitar binarismos que han coactado la reflexión respecto a cómo niños y niñas afectan y son afectados por los saberes biomédicos y las prácticas “psi”. Particularmente, cuestionamos que subjetividad y psicofármacos son esencialmente agentes antagónicos, ya que en la práctica ambos co-existen, se co-afectan, y pueden producir elementos creativos y emergentes, tal como nuestro análisis de las notas de campo y relatos etnográficos revela.Palavras-chave
TDAH, Niñas y niños, Psicoestimulantes, Agencia, Entramados farmacológicosReferências
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