DIAGNOSTIC WILDNESS AND ITS INTERLACES: A SCHOOL EXCESS

Abstract

Early diagnosis involves the early identification of disorders and/or diseases through the analysis of signs and symptoms, together with the application of suggestive tests or examinations. However, there has currently been a dizzying expansion of early psychiatric diagnoses linked to schools, with the aim of justifying behavioral and/or psychological issues in early childhood. Early childhood, which encompasses the period from conception to age 6, is fundamental to a child's development and is often marked by diagnostic assessment when developmental patterns appear to deviate from the norm. In view of this, the present study aims to question whether the current imminence of diagnostic manufacturing in favor of behavioral normativity, resolves the issues involved or just names/names them, in addition to carrying out a brief discussion about the way in which diagnoses are produced. in favor of standardization. To this end, the methodology used to research and write this article was a literature review through books, magazines, websites, articles, databases and periodicals. Given this, the persistent provocation that needs to resonate as reflection and questioning, in addition to this research, is the imperative place that the diagnosis has been imposed in society and in the lives of these children, as well as the necessary relevance of the subjectivity and uniqueness of each child to the address mental health issues in early childhood.