This article analyzes the modes of being and learning in school, considering medicalization as a device that transforms human life behaviors in pathologies. We invest in the historical-conceptual dimension, discussing this process. The school events here presented provide visibility to the practice of inventing diagnoses that justify the non-learning. The article is built on Foucault's thinking, particularly in relation to the strategy of subjectivity constitution by discourse. The analysis focuses on the comprehension of the ever-changing human condition, while it discusses school practices and pathologizing discourses.
Special Education; Medicalization; Pathologization; School Inclusion