NOMINATION AND WORD: BETWEEN LISTENING AND DIAGNOSIS

Abstract

This article critically analyzes the phenomenon of diagnostic nomination and the increasing medicalization of childhood and adolescence in the contemporary school context. The main objective is to problematize how the proliferation of psychiatric reports and diagnoses often replaces careful listening to youth suffering, framing subjects in pathological and limiting categories. The methodology adopted consists of a qualitative bibliographic review, primarily based on Michel Foucault's theoretical perspective on power-knowledge relations, while also establishing dialogues with Ian Hacking's historical ontology and reflections from the psychoanalytic field. The main results indicate that medical-pedagogical discourses operate in a decentralized and capillary manner, producing intense effects of subjectivation, normalization, and regulation of bodies in the educational environment, which frequently serve a neoliberal rationality and the market interests of the pharmaceutical industry. The final considerations point to the urgent need to rescue the original meaning of the Greek scholé (free time) and to create affective spaces of welcoming in schools. Such spaces must guarantee the right to one's own word, to mistakes, and to singularity, resisting the purely managerial logic that silences the intrinsic complexity of youth under the imposition of efficiency metrics and medical interventions.