<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1688-7026</journal-id>
<journal-title><![CDATA[Psicología, Conocimiento y Sociedad]]></journal-title>
<abbrev-journal-title><![CDATA[Psicol. Conoc. Soc.]]></abbrev-journal-title>
<issn>1688-7026</issn>
<publisher>
<publisher-name><![CDATA[Facultad de Psicología. Universidad de la República]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1688-70262021000100147</article-id>
<article-id pub-id-type="doi">10.26864/pcs.v11.n1.10</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Presença-ausência de considerações críticas sobre medicalização escolar em periódicos de psicologia e educação (2010-2015)]]></article-title>
<article-title xml:lang="es"><![CDATA[Presencia-ausencia de consideraciones críticas acerca de la medicalización escolar en periódicos de psicología y educación (2010-2015)]]></article-title>
<article-title xml:lang="en"><![CDATA[Presence and absence of critical considerations about schools&#8217; medicalization on psychology and education journals (2010-2015)]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gouvêa]]></surname>
<given-names><![CDATA[Elisa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Gomes]]></surname>
<given-names><![CDATA[Cláudia Aparecida Valderramas]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,FCL Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP/Assis)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>11</volume>
<numero>1</numero>
<fpage>147</fpage>
<lpage>160</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_arttext&amp;pid=S1688-70262021000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_abstract&amp;pid=S1688-70262021000100147&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.edu.uy/scielo.php?script=sci_pdf&amp;pid=S1688-70262021000100147&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: Com o objetivo de identificar a prevalência, ou não, de um posicionamento crítico em relação à medicalização que ocorre em ambiente escolar, este artigo apresenta resultados de duas pesquisas, que buscaram analisar a produção científica entre 2010 e 2015, em periódicos com qualificação A1, A2 e B1 nas áreas da Psicologia e da Educação. Ambas foram desenvolvidas separadamente, por triênio, utilizando-se, para as discussões, do aporte teórico-metodológico da Psicologia Histórico-Cultural. Para a análise do primeiro triênio (2010-2012) foram selecionados sessenta e um artigos, dos quais apenas 24,59% apresentaram considerações críticas; o segundo período (2013-2015) demandou a revisão de oitenta e três publicações, com 48,19% de estudos críticos. Embora as pesquisas indiquem um incremento na capacidade crítica de analisar e responder ao fenômeno da medicalização da educação é possível antever a permanente necessidade de coesão entre teoria e prática críticas, nos campos da Psicologia e da Educação, capazes de problematizar e contribuir para a superação de concepções e práticas medicalizantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Con el objetivo de identificar la prevalencia, o no, de un posicionamiento crítico en relación a la medicalización que ocurre en el ambiente escolar, este artículo presenta los resultados de dos investigaciones, que buscaron analizar la producción científica entre el año 2010 y el 2015, en periódicos con calificación A1, A2 y B1 en las áreas de la Psicología y de la Educación. Ambas fueron desarrolladas separadamente, por trienio, utilizándose, para las discusiones, el aporte teórico-metodológico de la Psicología Histórico-Cultural. Para el análisis del primer trienio (2010-2012) fueron seleccionados sesenta y un artículos, de los cuales solamente 24,59% presentaron consideraciones críticas; el segundo periodo (2013-2015) demandó la revisión de ochenta y tres publicaciones, con 48,19% de estudios críticos. Aunque las investigaciones indiquen un incremento en la capacidad crítica de analizar y responder al fenómeno de la medicalización de la educación, es posible antever la permanente necesidad de cohesión entre teoría y práctica críticas, en los campos de la Psicología y de la Educación, capaces de problematizar y contribuir para la superación de concepciones y prácticas medicalizantes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: With the objective of identifying the prevalence of critical standings in concern from the medicalization that occurs at school environment, this article presents the results of two researches that aimed to analyze the scientific production between 2010 and 2015, on periodicals with A1, A2 and B1 qualifications, on Psychological and Educational areas. Both surveys separately developed for triennium used the theory and method from Historical-Cultural Psychology for the discussions proposed. To the analysis of the first triennium (2010-2012) sixty-one articles were selected, from which only 24.59% presented critical thoughts; the second triennium demanded the review of eighty-three publications, with 48.19% critical studies. Although the surveys point to an increase of the critical capacity of responding to school&#8217;s medicalization phenomenal, there is still a need to foresee the cohesion between critical theory and practice, on both Psychological and Educational field, so that they can contribute to questioning and overcoming medicalization in all of its forms.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[psicologia]]></kwd>
<kwd lng="pt"><![CDATA[medicalização]]></kwd>
<kwd lng="pt"><![CDATA[crítica]]></kwd>
<kwd lng="es"><![CDATA[Educación]]></kwd>
<kwd lng="es"><![CDATA[psicología]]></kwd>
<kwd lng="es"><![CDATA[medicalización]]></kwd>
<kwd lng="es"><![CDATA[crítica]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[psychology]]></kwd>
<kwd lng="en"><![CDATA[medicalization]]></kwd>
<kwd lng="en"><![CDATA[criticism]]></kwd>
</kwd-group>
</article-meta>
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