BEYOND THE NEURODEVELOPMENTAL DISORDERS: repercussions for childhood and education

Abstract

The publication of DMS-5 in 2013, although marked by a series of critics, had introduced a new chapter, entitled “Disorders of Neurodevelopment”, which was received as a kind of promise in contemporary psychiatry. The broader logic articulated to this diagnostic group, when encompassing a series of conditions initiated in childhood under the aegis of an etiopathogenesis linked to neuronal development, points to new directions in the field of psychiatry, such as the Rdoc project. The objective of this paper is to present, through selected bibliography, the neurodevelopmental perspective articulated to the rise of the chapter “Neurodevelopmental Disorders”, seeking to trace correlations with the phenomena of neuroculture, neuroidentities and neurodiversity, as well as to identify the notions of normality and pathology implicit in this logic. In addition, some consequences of this paradigm are pointed out in the context of childhood and education. The social ideals linked to the notions of competence and agency have reconfigured the perception of contemporary childhood, associating it with values ​​such as autonomy and adaptability, making the distinction between children and adults less marked. These values ​​are syntonised with the notion of neurodevelopment, as both imply a trajectory of constant change, reconfiguration and lifelong learning. The field of education is affected by this discussion, being invaded by brain metaphors around neuroplasticity that, associated with the emphasis on entrepreneurship and risk management, lead to shifts in the identity of contemporary children and adolescents.