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During childhood the school is the main social space where individual skills and limitations are publicly exposed. The stigma of "school deficit" leads to feelings of failure, incapacity, and impoverished self-concept. Considering the importance of colleagues and educators in this process of co-construction, the study aimed to investigate the role of these interpersonal relationships in children with a school complaint in the context of clinical care. Records of conversation circles and anamnesis questionnaires were qualitatively analyzed. The results showed that for children, the provocations and motions of the pairs regarding physical or personality characteristics are significant. The gaze of educators expressed themselves in attributes and praises about academic performance. Both regards presented gender shades. The fertility of the conversation circles was also verified as a methodological and intervention device favorable to the awareness of self-concept and feelings linked to self-perception.

“As professoras falam que eu sou lenta”: o autoconceito na interface educação e saúde