Submitted by Erika Demachki (erikademachki@gmail.com) on 2017-06-23T17:27:44Z No. of bitstreams: 2 Dissertação - Rejane Abadia de Alvarenga - 2017.pdf: 2783835 bytes, checksum: e6b19d21717968be6168b7fc926d4d2d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2017-06-29T18:28:42Z (GMT) No. of bitstreams: 2 Dissertação - Rejane Abadia de Alvarenga - 2017.pdf: 2783835 bytes, checksum: e6b19d21717968be6168b7fc926d4d2d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-06-29T18:28:42Z (GMT). No. of bitstreams: 2 Dissertação - Rejane Abadia de Alvarenga - 2017.pdf: 2783835 bytes, checksum: e6b19d21717968be6168b7fc926d4d2d (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-04-07 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / The present research work is concerned with the medicalization process of Education, more specifically the medicalization of school failure and how this has been considered in the educational environment. This study aims to understand the conceptions of the teachers of the initial years of elementary school about the process of medicalization of school failure in the light of Historical-Cultural Theory. The research area was an institution located in a city in southeastern Goiás that attends the initial years of elementary school. The study participants were five teachers from the first, second and third years of the municipal public education network, with whom a semi-structured interview was performed as a data production tool. We clarify that the choice of the theoretical framework adopted is justified because it treats the development of the individual as a contextualized process that considers a series of aspects with which the subject dialogs, or rather, deals with the human development related to the historical and cultural aspects . Initially we carried out a bibliographical survey in digital databases such as Capes, SciELO, Digital Library of Theses and Dissertations and Working Groups of ANPED Nacional about the theme researched in the last eleven years (2005/2015), in view of the concern to perceive how it has Been addressed in the national academic scene in recent years, and then we set out for field incursions. The study is divided into three chapters. Firstly, we present the understanding about the development and learning processes as considered by the Historical-Cultural Theory, to then deal with the process of medicalization of Education. Subsequently, we explain the methodological course of the research, the choices, as well as the discussions regarding the information produced. Finally, we bring the analysis of the material produced through the following categories: "Teaching conceptions: dilemmas in school work" and "School failure and its different developments: what teachers think." More specifically, we approach the conception of the teachers about the Medicalization of School Failure and its relationship with the context in which they are inserted, as well as with the schooling process, seeking to make an analysis with the Historical-Cultural Theory and references about failure The study. We perceive that the teachers' knowledge about the medicalization of school failure does not present itself in a contextualized way and related to the systematized discussions that consider and conceptualize in a reflexive way the problems in the schooling process. We reiterate that empirical research, in this context, enables the participating teacher to establish relationships that have not been aroused before, opening the possibility of understanding the educational context and the process of medicalization of school failure, properly said in a logical and unified way. In this sense, we bring the contributions of the Historical-Cultural Theory to the understanding and critique of the problem of the medicalization of Education. The research is expected to contribute to the expansion of the number of studies and discussions on the issue in the area of Education, highlighting the importance of the problematization of conceptions about school failure and medicalization in initial and continuing teacher training. / O presente trabalho de pesquisa preocupa-se com o processo de medicalização da Educação, mais precisamente da medicalização do fracasso escolar e como este tem sido considerado no ambiente educacional. Com o estudo objetivamos compreender as concepções das professoras dos anos iniciais do Ensino Fundamental acerca do processo de medicalização do fracasso escolar à luz da Teoria Histórico-Cultural. O espaço da pesquisa foi uma instituição localizada em uma cidade do sudeste goiano que atende aos anos iniciais do Ensino Fundamental. As participantes do estudo foram cinco professoras do primeiro, segundo e terceiro anos da rede municipal pública de ensino, com as quais foi realizada entrevista semiestruturada como instrumento de produção dos dados. Esclarecemos que a escolha pelo referencial teórico adotado justifica-se por este tratar o desenvolvimento do indivíduo como um processo contextualizado que considera uma série de aspectos com os quais o sujeito dialoga, ou melhor, ocupa-se do desenvolvimento humano relacionado aos aspectos histórico e cultural. Inicialmente realizamos levantamento bibliográfico em bancos de dados digitais como Capes, SciELO, Biblioteca Digital de Teses e Dissertações e Grupos de Trabalho da ANPED Nacional acerca da temática pesquisada nos últimos onze anos (2005/2015), tendo em vista a preocupação em perceber como tem sido abordada no cenário acadêmico nacional nos últimos anos, e em seguida partimos para as incursões em campo. O estudo se divide em três capítulos. Primeiramente, apresentamos a compreensão acerca dos processos de desenvolvimento e aprendizagem como considerados pela Teoria Histórico-Cultural, para em seguida tratarmos do processo de medicalização da Educação. Posteriormente, explicitamos o percurso metodológico da pesquisa, as escolhas, bem como as discussões referentes às informações produzidas. Finalizando, trazemos a análise do material produzido mediante as seguintes categorias: “Concepções docentes: dilemas no trabalho escolar” e “O fracasso escolar e seus diferentes desdobramentos: o que pensam as professoras”. Mais especificamente, abordamos a concepção das professoras acerca da Medicalização do Fracasso Escolar e a relação deste com o contexto no qual estão inseridas, bem como com o processo de escolarização, procurando fazer uma análise junto à Teoria Histórico-Cultural e as referências sobre o fracasso escolar além das conclusões do estudo. Percebemos que o conhecimento das professoras a respeito da medicalização do fracasso escolar não se apresenta de forma contextualizada e relacionada às discussões sistematizadas que consideram e conceituam de forma reflexiva os problemas no processo de escolarização. Reiteramos que a pesquisa empírica, nesse contexto, viabiliza à docente participante estabelecer relações que até então não haviam sido despertadas, abrindo a possibilidade de compreensão do contexto educacional e do processo de medicalização do fracasso escolar propriamente dita de maneira lógica e unificada. Nesse sentido, trazemos as contribuições da Teoria Histórico-Cultural para o entendimento e crítica do problema da medicalização da Educação. Espera-se com a pesquisa contribuir para a ampliação do número de estudos e discussões sobre a problemática na área da Educação, ressaltando a importância da problematização de concepções sobre fracasso escolar e medicalização na formação inicial e continuada de professores.

Esta dissertação teve por objetivo realizar uma análise crítica da medicalização no atendimento das queixas escolares que têm lugar na Estratégia Saúde da Família (ESF). A medicalização da sociedade é um processo que instala a partir de um saber científico comprometido com a visão utilitária da civilização industrial-capitalista, que pretende manter as classes subalternas engajadas na produção de riqueza material em benefício das classes dominantes. Esse controle é operacionalizado através do biopoder e da biopolítica, que deslocam as discussões político-sociais para o território médico, silenciando os tensionamentos provocados pelo embate de classes. Como a medicalização constitui uma invasão não autorizada do saber médico em todos os quadrantes sociais, essa infiltração lesiva também ocorre no campo educacional com a pretensão de eleger supostas patologias individuais como explicações para os denominados problemas de aprendizagem, menosprezando uma gama de fatores de ordem político-pedagógica que são mais frequentes e mais significativos nas vicissitudes da escolarização. Os profissionais comprometidos com uma educação libertadora, lastreada em uma abordagem emancipadora do sujeito, devem estar atentos aos processos de humilhação e exclusão social catalizados pela medicalização da educação. O serviço de saúde da família tem um papel preponderante no manejo dos casos de queixa escolar. Após a implantação do NASF esses casos parecem aumentar de forma exponencial nas Unidades Básicas de Saúde, segundo constatação do autor com base em sua própria experiência de trabalho. A partir do estreitamento das relações UBS-Escola tanto os profissionais de saúde quanto os educadores parecem não estar cientes das implicações da medicalização da queixa escolar, conforme se depreende da análise descritivo-reflexiva de três casos atendidos pela equipe NASF em que o autor trabalhou. Nesse contexto os psicofármacos surgem como elementos de grande poder simbólico-resolutivo no imaginário dos educadores e da população usuária dos serviços de saúde. A Psicologia Escolar e Educacional, articulada com os princípios de Humanização da Saúde, torna-se fundamental para que a interface Saúde-Educação seja orientada por uma práxis interdisciplinar destinada ao enfrentamento dos danos produzidos pela educação medicalizada, garantindo que o sistema educacional brasileiro e o SUS se mantenham radicalmente compromissados com a inclusão social / This research aimed at conducting a critical analysis of medicalization in attendance of school complaints that take place in the Family Health Strategy (ESF). The medicalization of society is a process that originates from a scientific knowledge committed to the utilitarian view of the industrial-capitalist civilization. This view aims at keeping the subaltern social classes engaged in the production of material wealth for the benefit of the ruling social classes. This control is operationalized through biopower and biopolitics, shifting the political and social discussions for medical territory, silencing the tensions caused by the clash of social classes. Since medicalization is an unauthorized intrusion of medical knowledge in all walks of society, this harmful infiltration also occurs in the educational field with the intention of electing individual disorders alleged as explanations for the so-called learning problems, disregarding a range of political & pedagogical factors that are more frequent and more significant in the vicissitudes of schooling. Professionals committed to a liberating education, based on the emancipatory approach of the individuals, should be alert to the processes of social exclusion and humiliation catalyzed by the medicalization of education. The health family service has an important role in the handling of cases of school complaints. After the implementation of the NASF these cases seem to have increased exponentially in Basic Health Units, according to the author\'s conclusion based on his own work experience. With the close relationship between UBS and the School neither health professionals nor educators seem to be aware of the implications of the medicalization of school complaints, as evident from the descriptive and reflective analysis of three cases treated by the team members at NASF, where the author worked. In this context, the psychotropics emerge as elements of great symbolic-resolutive power in the imaginary of educators and of the users of health services. The Educational and School Psychology, combined with the principles of Humanization of Health, are essential in order for the Health-Education interface be guided by an interdisciplinary praxis which aims at addressing the damage caused by the medicalized education, ensuring that the Brazilian educational system and SUS remain radically committed to social inclusion

A presente pesquisa aborda diferentes manifestações discursivas verificadas em um segmento da imprensa escrita brasileira nos processos de preparação das seleções brasileira ao longo dos anos delimitados pelas Copas do Mundo de 1950 e 1966. Nesse contexto, procuramos perquirir a emergência dos saberes associados à autoridade do médico da CBD e sua determinante correlação na autorização e assentamento de novas expertises acionadas com o intento de maximizar a eficiência atlética dos jogadores de futebol. Procuramos investigar de quais modos se manifestam alguns aspectos relacionados à afamada modernização da gestão inaugurada pela chegada de João Havelange à presidência da CBD, em 1958 e, dessa forma, como se encadeiam permanências e rupturas no âmbito das questões técnicas atinentes ao preparo dos futebolistas. O período aqui enfocado contempla os processos seminais de especialização do condicionamento físico dos jogadores, da submissão dos futebolistas a uma verdadeira plêiade de especialidades médicas, incluindo a preparação psicológica, e, por conseguinte, da afirmação de um regime de economia de poder e controle centrados no corpo dos sujeitos jogadores de futebol / This research deals with the different discursive expressions found in a segment of the Brazilian press during the preparations of the Brazilian national soccer team for the World Cups from 1950 to 1966. In this context, we aimed to investigate the emergence of a discourse of expertise among physicians of the Brazilian Sports Confederation (CBD) and their role in the authorization and implementation of new techniques intended to maximize the athletic efficiency of Brazilian footballers. We explored the ways in which some aspects of this process were related to the famous modernization of football management inaugurated by the arrival of João Havelange to the presidency of the CBD in 1958 and the subsequent consequences for continuities and discontinuities in technical questions related to the athletic preparation of players. During this period, the preparation of players on the national team involved initial specialized physical conditioning and the submission of players to a veritable host of medical specialties, including psychological preparation. As a result, this process contributed to the construction of a regime of power and control centered on the bodies of the footballers

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-05-23T19:15:42Z No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T11:47:19Z (GMT) No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-07-02T11:47:46Z (GMT) No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) / Made available in DSpace on 2016-07-02T11:47:46Z (GMT). No. of bitstreams: 1 claudioorlandogamaranocabral.pdf: 5979517 bytes, checksum: e73d71680c583b9765e51aecd6a08864 (MD5) Previous issue date: 2016-02-29 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / Entre Xaropes, Baleias e TDAHs: a escola e a medicalização propõe problematizar de que modos a medicalização atravessa a escola e constitui subjetividades e seus desdobramentos como: qual a contingência da criação do discurso da medicalização na escola e que efeitos de poder a relação escola e medicalização carrega. Dentre os objetivos, destacam-se a problematização dos discursos - como jogos de verdades e em meio a relações de poder - acerca da medicalização que circulam pelas escolas e a forma como essas lidam com as diferenças, especialmente com os chamados “alunos problema”. Para atingir esses objetivos, recorremos a vários artefatos culturais, em especial, aos relatórios encaminhados pelas escolas da rede municipal de ensino de Juiz de Fora à Secretaria de Educação descrevendo seus/as “alunos/as problema” em busca de apoio. Esses documentos são discutidos e problematizados como jogos discursivos que ligam ou que são estabelecidos entre escola/professores/famílias/medicina que atuam na constituição das subjetividades. Esta pesquisa, que aponta a forma como fui me (re)fazendo professor e pesquisador, teve como referencial os estudos foucaultianos, os estudos culturais, os estudos de gêneros e sinaliza que questões sociais, políticas, econômicas e, especialmente, as educacionais, como as apontadas “dificuldades de aprendizagem” e “indisciplina”, possam estar buscando e encontrando na área de saúde uma “solução” para seus “problemas”; como podemos ver pelo crescente número de diagnósticos de TDAH e a consequente prescrição de medicamentos conhecidos como “drogas da obediência” (Ritalina® e Concerta®). / Among Zombielike, Whales and ADHDs: school and medicalization proposes a discussion on the ways in which the medicalization goes through school and constitutes subjectivity, as well as its consequences, such as the contingency of creating a discourse of medicalization at school and what power effects the relation between school and medicalization carries. The main objectives of this study are the questioning of discourses – as truth games between power relations – about the medicalization that runs by schools and how it deals with the differences, especially with so-called "troublemaker students". To achieve these objectives, we resort to various cultural artifacts; in particular, the reports submitted by the municipal schools of Juiz de Fora to the Department of Education describing their "troublemaker students" asking for support. These documents are discussed and problematized as discursive games that connect or are established between school / teachers / families / medicine, working in the constitution of subjectivities. This research points to how I was (re)making myself as a teacher and a researcher, and it had as reference the Foucault studies, cultural studies and gender studies. This study also aims to show that social, political, economic and especially the educational issues, as pointed out "learning difficulties" and "indiscipline", may be seeking and finding in healthcare a "solution" to their "problems", as we can see through the increasing number of ADHD diagnoses and the consequent prescription of medicines known as “obedience drugs” (Ritalin and Concerta).

Submitted by Renata Lopes (renatasil82@gmail.com) on 2017-03-09T18:01:50Z No. of bitstreams: 1 marianamacedoalvim.pdf: 2440903 bytes, checksum: 50c77c322552a0c811d216cc6f589c4f (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2017-03-10T14:33:58Z (GMT) No. of bitstreams: 1 marianamacedoalvim.pdf: 2440903 bytes, checksum: 50c77c322552a0c811d216cc6f589c4f (MD5) / Made available in DSpace on 2017-03-10T14:33:58Z (GMT). No. of bitstreams: 1 marianamacedoalvim.pdf: 2440903 bytes, checksum: 50c77c322552a0c811d216cc6f589c4f (MD5) Previous issue date: 2016-12-08 / CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O processo de envelhecimento está associado ao aumento da susceptibilidade a doenças crônicas, incapacidades, problemas psicossociais e comorbidades. Os medicamentos são parte integrante da maioria das propostas terapêuticas, colocando os idosos no grupo etário mais medicalizado da sociedade. Entre os medicamentos utilizados pelos idosos, ressalta-se o uso de benzodiazepínicos. Efeitos adversos dos benzodiazepínicos em idosos são bem estabelecidos, como perturbação do sono, dificuldade cognitiva, prejuízo nas atividades de vida diária, aumento das taxas de acidentes, quedas e fraturas. O presente estudo tem por objetivo avaliar a prevalência, os fatores associados ao uso de benzodiazepínicos em idosos e as interações medicamentosas potenciais. Estudo transversal, realizado por meio de inquérito domiciliar, com 423 idosos residentes na região da Zona Norte da cidade de Juiz de Fora, MG. A coleta de dados foi realizada no domicílio dos idosos, entre setembro de 2014 e março de 2015. A variável dependente foi o uso contínuo de benzodiazepínicos. O teste Qui-quadrado foi utilizado na análise bivariada para verificar a associação entre cada uma das variáveis independentes com a variável dependente. Na análise multivariada, foi utilizado o modelo de regressão de Poisson, baseado no modelo teórico de determinação com blocos hierarquizados. As variáveis foram ajustadas dentro de cada bloco, permanecendo no modelo final aquelas com nível de significância de 5%. A busca e a classificação das interações medicamentosas potenciais foram realizadas com base no sistema Micromedex®. Em relação à terapia farmacológica, 92,0% dos idosos utilizavam pelo menos um medicamento de uso crônico. Destes, 48,4% faziam uso de cinco ou mais medicamentos, caracterizando polifarmácia. A prevalência de uso de benzodiazepínicos foi de 18,3% (IC95% 15,2-22,6). A maioria dos benzodiazepínicos utilizados possui meia vida de eliminação longa (59,2%) e o tempo de uso foi considerado prolongado em 85,5% dos usuários. Dentre os usuários de benzodiazepínicos, 38,4% também utilizavam antidepressivos. O uso de benzodiazepínicos se mostrou associado à presença de transtornos mentais e comportamentais, polifarmácia e realização de consulta médica nos últimos três meses. Dentre os usuários de benzodiazepínicos, 69,9% apresentaram pelo menos uma interação medicamentosa potencial. Destas interações, 15,9% foram relacionadas aos benzodiazepínicos. Nos idosos que usam benzodiazepínicos, a polifarmácia esteve associada à interação medicamentosa potencial. A ocorrência de interações medicamentosas potenciais foi alta em idosos que utilizavam benzodiazepínicos, incluindo interações de valor clínico altamente significativo. A prescrição em idosos, assim como o uso prolongado, devem ser avaliados de forma individualizada, considerando as alterações fisiológicas dos idosos e os efeitos adversos dos medicamentos, assim como o risco de interações medicamentosas. / The aging process is associated with higher susceptibility to chronic diseases, disabilities, psychosocial problems and comorbidities. Medications are part of most therapeutic approaches, conducing elderly to use more drugs than other age groups in society. Among the most used drugs by elderly, it emphasizes the use of benzodiazepines. Adverse effects of benzodiazepines in elderly are well established, such as sleep disturbance, cognitive impairment, impairment in activities of daily living, increases in rates of accident, falls and fractures. This study aims to assess the prevalence, factors associated with the use of benzodiazepines in elderly and potential drug interactions. This is a cross-sectional study, conducted through a household survey with 423 elderly residents in the North Zone of Juiz de Fora, MG. Collection of data was done in domicile of the elderly, between September 2014 and March 2015. The dependent variable was chronic use of benzodiazepines. The chi-square test was used in the bivariate analysis to determine the association between each independent variables and the dependent variable. In multivariate analysis, the Poisson regression model was used, based on the theoretical model of determination with hierarchical blocks. The variables were adjusted within each block, remaining in the final model to those with 5% significance level. The search and classification of potential drug interactions was carried out using the Micromedex® system. Regarding drug therapy, 92.0% of older adults used at least one chronic use of medication. Of these, 48.4% were used five or more drugs, characterized polypharmacy. The prevalence of benzodiazepine use was 18.3% (95% CI 15.2-22.6). The majority of the benzodiazepines used have a long elimination half-live (59.2%) and the duration of benzodiaepine use was considered long in 85.5% of the users. Among the users of benzodiazepines, 38.4% also used antidepressants. The use of benzodiazepines was associated to the presence of mental and behavioral disorders, polypharmacy and medical visits in the last three months. Among the users of benzodiazepines, 69.9% had at least one potential drug interaction. Of these interactions, 15.9% were related to benzodiazepines. In the elderly who use benzodiazepines, polypharmacy was high in the elderly who use benzodiazepines, including interactions of highly significant clinical value. The prescription in the elderly, as well as long-term use, should be evaluated individually, considering the physiological changes of the elderly and the adverse effects of drugs, and the risk of drug interactions.

Cette thèse examine le processus de la médicalisation de la maternité dans la province méridionale chinoise du Guangdong entre 1879 et 1938. En explorant ce phénomène à travers l’œuvre médicale missionnaire menée dans la région, cette analyse tente de voir comment la prise en charge médicale des parturientes, puis des futures et nouvelles mères chinoises a pu se traduire sur le terrain, en parallèle ou en dehors des politiques gouvernementales pour le moins limitées. Elle met particulièrement en lumière les manifestations locales de ce processus et l’appréhende selon la perspective des principales concernées : les femmes.Espérant convertir les populations féminines, les missionnaires chrétiens présents dans le Guangdong, particulièrement ceux appartenant à la mission presbytérienne américaine, ont développé une offre de soins qui répondait à la norme sociale chinoise de la ségrégation sexuelle. Au sein des établissements de santé spécialisés ou adaptés à l’accueil des femmes, ils ont également organisé des maternités, ainsi que des services de santé maternelle et infantile, chargés d’étendre la prise en charge des parturientes en amont et en aval de l’accouchement. Si leurs efforts ont pu être en partie freinés par la double position de subordination qu’occupaient les femmes dans l’organisation sociale confucéenne, il n’en reste pas moins que les missionnaires ont rencontré plus d’une sociétés chinoises dans le sud de la Chine et que certaines de ces particularités locales ont facilité, dans une certaine mesure, leurs efforts de médicalisation. Étant moins soumises à la ségrégation des sexes et plus impliquées dans l’économie familiale, y compris en dehors du foyer, qu’ailleurs en Chine, les femmes du Guangdong ont été relativement nombreuses à compléter des formations médicales et infirmières dans les programmes missionnaires. Par conséquent, la profession médicale a connu une véritable féminisation/sinisation, et cette région du monde s’est révélée être un terrain beaucoup plus propice à l’innovation sociale et à l’émancipation des femmes que bien des pays occidentaux. Principales forces motrices de la médicalisation de la maternité, les femmes, professionnelles comme profanes, soignantes comme patientes, n’ont pas que reçu passivement les normes, les savoirs et les pratiques de la médecine occidentale. Elles ont négociés ce modèle sur la base de leurs repères socioculturels et ont contribué à en redessiner les contours, faisant passer la médicalisation par un réel processus de naturalisation. / This thesis examines the medicalization of maternity in the southern Chinese province of Guangdong between 1879 and 1938. By exploring this phenomenon through the medical missionary work carried out in the region, this analysis tries to understand how the medical care of the Chinese parturients and mothers was implemented on the ground, alongside or outside the limited government policies of the time. It highlights the local manifestations of this process and examine it from the perspective of those who are most involved: the women.The Christian missionaries in Guangdong, especially those belonging to the American Presbyterian Mission, hoped to convert the female population and developed care services that met the Chinese social norms and expectations of gender segregation. In specialized or adapted health facilities, they also organized maternity hospitals, as well as maternal and child health services, which aimed to extend the care before and after delivery. While their efforts may have been partially hampered by the doubly-subordinate position of women in Confucian social organization, the missionaries encountered more than one Chinese society in the south of the country. Some local features may have facilitated their efforts to bring Western medicine to the population.Being less subject to gender segregation and more involved in the family economy than other Chinese women, many women in Guangdong completed medical and nursing training in mission programs. As a result, the medical profession experienced a genuine feminization and sinicization. Moreover, this region of the world proved to be much more conducive to social innovation and women's emancipation than some of the Western countries from which the missionaries came. As the main driving forces in the medicalization of maternity, women (both professionals and non professionals, as caregivers or as patients), did not just passively receive and accept the norms, knowledges and practices of Western medicine. Rather, they negotiated them on the basis of their own socio-cultural values and, by doing so, helped to reshape their contours. In this way, medicalization became, at the same time, a process of naturalization.

Disability classification systems belong to the core of states’ social/disability policies through which persons with disabilities are classified as eligible or ineligible for having access to disability allowances. The study of disability classification systems has stimulated the interest of several scholars from the broader area of disability studies. Either by conducting comparative studies between different states and describing the similarities and differences of these systems around the world or by conducting studies focusing on the politics and semantics in the development of disability classification systems in specific states, all studies have shown a pluralism in the systems for assessing and certifying disability. In Greece, the development of disability classification systems for social welfare reasons emerged as a controversy that lasted for almost twenty years. One factor that strengthened the controversy was the outbreak of the economic crisis late in 2009 followed by the announcement by the governmental authorities of the enactment of a new system for assessing and certifying disability as part of the austeritydriven policies that the Greek state would enact for facing the consequences of the economic crisis. Drawing on an interdisciplinary approach, the overall aim of this study is to describe and analyze the enactment of disability classification systems in the context of Greek social policy from 1990 to 2015. For the collection of empirical material, a qualitative research method was employed, consisting of interviews, written material, and newspaper articles. The main findings of this thesis are: I) the involvement of the political parties in the development of the systems for certifying and assessing disability; II) the involvement of the disability movement in policymaking; III) the “creative” use of statistics by governmental authorities for the enactment of disability/social policies; IV) how the concept of “disability fraud” has been constructed as a “threat” to the society; and V) the vulnerability of disability classification systems in times of austerity.

Les usages contraceptifs en France et en Angleterre se distinguent fortement du point de vue du recours aux méthodes masculines : la vasectomie et le préservatif sont utilisés par la moitié des usager.e.s outre-Manche et par seulement15% des personnes en France. À partir des années 1960, la médicalisation de la contraception est allée de pair avec sa féminisation, mais les modèles contraceptifs de chaque pays semblent ainsi accorder une place différente à la prise en charge masculine des responsabilités en matière de régulation de la fécondité. Pour comprendre comment ces modèles plus ou moins sexués sont socialement construits, cette thèse compare les contextes institutionnels de la prescription contraceptive qui contribuent à définir le champ des possibles et du souhaitable pour les usager.e.s. Outre une analyse comparative historique et institutionnelle approfondie, ce travail s'appuie sur 34 entretiens semi-directifs avec les professionnel.le.s de santé dans les deux pays afin d’éclairer les logiques qui structurent leurs pratiques et participent à la définition des normes contraceptives. Cette analyse comparative met en évidence l’impact de traditions politiques contrastées en matière de régulation des naissances : l’héritage de l’eugénisme britannique est plus favorable au recours à des méthodes contraceptives définitives que le natalisme français. Par ailleurs, les systèmes de santé français et britannique se distinguent par leur degré d’encadrement de la formation et des pratiques médicales. En France, la faiblesse de cet encadrement autorise une grande diversité de pratiques en matière contraceptive, et notamment une approche paternaliste du choix contraceptif et l’expression de réticences professionnelles genrées vis-à-vis des méthodes de contraception masculines. En Angleterre, la régulation publique de la formation et des pratiques tend à standardiser les approches professionnelles du choix contraceptif, et laisse une place plus importante aux préférences des usager.e.s. / Contraceptive use in France and England differs strongly with regard to male methods: half of English users resort to vasectomy and condoms, compared to just15% of the French population. From the 1960s on, the medicalization of contraception has gone hand in hand with its feminization but it appears that national contraceptive norms allow for different levels of male involvement in each country.In order to understand the process leading to variously gendered contraceptive models, this research draws a comparison between the institutional contexts of contraceptive prescription, which contribute to defining possible and desirable contraceptive choices. In addition to anin-depth historical and institutional analysis, this comparison draws upon 34 semi-structured interviews with prescribers in both countries in order to unveil the logic behind their actions and their influence on contraceptive norms.This analysis underlines the consequences of contrasting political perspectives on birth control in both countries: the legacy of the British eugenicist movement proves more liberal regarding sterilization methods than the French pro-natalist context. Moreover, the National Health Service in England and the French health system address the issues of medical regulation very differently. In France, public supervision of clinical practice is low, which allows for considerable heterogeneity between professionals, and, notably, a paternalistic approach to contraceptive choice and the influence of gendered reluctance towards male methods. In England, public regulation of medical training and practices encourages the standardization of prescribers’ approaches to contraceptive choice and more respect for users’ preferences.

Increasing numbers of children are being diagnosed with some kind of mental illness and especially the diagnosis ADHD and Autism are often discussed in popular media and academic articles. Several studies have underlined the relation between educational systems and the processes of diagnosing the children. How can we gain a deeper understanding of this connection in the context of Sweden? Between 2013-2017, the proportion of children who received care for some form of psychiatric diagnosis generally increased in Sweden. In terms of education, in the last three decades, reforms with a market tendency in the Swedish educational system changed the expectations towards the performance of the children in the school settings. This scenario makes Sweden an important country to investigate how the psychiatric discourse is being adopted by the school staff. This thesis aims to investigate to what extent the school staff in compulsory schools in Sweden draw on psychiatric discourses to the understanding of children’s mental health and behaviours, focusing on the behaviours classified as mental illness. Furthermore, this work also investigates how the school staff makes use of the psychiatric discourse in their practices. Through theoretical and empirical research, this thesis analyses how psychiatric discourses about children’s mental illness and behaviours are present in the Swedish educational system. The theoretical investigation mainly draws on the works of Foucault, Bourdieu, Hacking, Rose and Conrad. The discussions about the Swedish context is based on readings of school policies and statistical data about the number of children being diagnosed with some form of mental disorder. The empirical part of this research is constructed on interviews conducted with teachers, special pedagogues and counsellors currently working in Swedish compulsory schools. The findings suggest that the school staff in compulsory schools in Sweden support their understanding of children’s mental health and behaviours heavily on psychiatric discourses. However, it is also possible to locate moments in which the school staff questions the broader processes of the medicalization of the children. Finally, the results also point out the importance of investigating the medicalization of children in relation to the educational system.

This diploma thesis focuses on the constructive normative reproductive age. This topic is analyzed by semi structured quantitative interviews. These interviews were carried out by 6 women who became pregnant in the age of 35 and older which is considered to be a turning point in defining whether the pregnancy is risky or not. Purpose of this research is to understand how women view and deal with risky pregnancy and also how much that can be influenced by society. The analytical part of the thesis is focused on searching answers for these questions. The first part consists of the theoretical terms related to this topic i.e. concept of stratify reproduction, the risk in terms of reproduction as well as medicalization of pregnancy and the relationship to social age category. Keywords: pregnancy, age, risk, responsibility, risky pregnancy, medicalization, normative age, woman