Resumo

SANCHEZ DOMINGUEZ, Juan Pablo. Child Psychopathology and Subjectivity, a Study on School Integration in Private Schools. RIDE. Rev. Iberoam. Investig. Desarro. Educ [online]. 2018, vol.9, n.17, pp.343-372. ISSN 2007-7467.  https://doi.org/10.23913/ride.v9i17.384.

This study analyses the notion of psychopathology as constructed from medical discourse. The elements that led to its inclusion in the pedagogical field are identified, as are the results of proposing the integration of children with Special Educational Needs (SEN) into regular schools, following this inclusion.

Subsequently, the regulations and policies of the Mexican National Education System are explored, which establish an obligatory, non-discriminatory ‘school integration’ of children with SEN in public and private primary schools.

On this basis, and with the objective of investigating ‘school integration’ in private sector primary schools, an assessment instrument was administered to 11 teachers from 10 primary schools in the municipality of Carmen, Campeche, Mexico. The results showed that nine of the 10 schools admit children with certain psychopathology and/or SEN. Of the 10 schools, only two have protocols that facilitate ‘school integration’. Of the participants, nine teachers reported not receiving institutional training of any kind that could contribute to assisting students with SEN in their work. Regarding adapting the school curricular to SEN, an important part of ‘school integration’ for these students, five teachers indicated that they did not modify the curricular, and five teachers reported being the only ones responsible for this.

The above is evidence that-at least in the private sector schools considered in the study-‘school integration’ is not yet a reality, and despite the policies and laws that call for its implementation there are some schools that ignore it and others that only comply with the obligation to include children with SEN into the common space. Although teachers are the last link in the Primary Education System chain, they lack the support they need from the schools where they work to respond to the pedagogical demands of children with special needs.

Palavras-chave : basic education; childhood; school integration; psychopathology; subjectivity.

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