ABSTRACT
After observing the movements of teachers of a municipal school system in relation to children with learning difficulties, we present a map drawn in this research with the cartography method, developed by means of teachers’ narratives that tell about the tensions and the attempts that undertake in the teaching process. The categorization of others in diagnoses reduces the possibilities of existence and labels interfere with the way relationships are established. We discuss the uniqueness and the patterns that mark, reduce and subjectify life. As a line of escape from the medicalization of school education, we obtained as a result an outline of the forms of perception and creation made possible by the exercise of teaching as a close presence, which increases the possibilities of teaching and learning by perceiving individuals without interpreting them by means of standardized references, but understanding their uniqueness to create circumstances for successful learning.
Keywords:
medicalization; learning; teaching