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This article is the result of a bibliographical review on the topics: medicalization, instrumentalization of thought, and school education. The questions that promote this debate are: What set of institutional knowledge and practices have led us to think that medicine administration in our children solve the educational problems? Are we transforming behaviors such as disobedience, distraction, restlessness, impulsivity, and socially undesirable hyperactivity in pathologies? It is, therefore, a theoretical essay in which we elaborate some critics to the medicalization of the complaint of behavior in Brazilian school context. We ground our analysis on the interweaving of the theoretical contributions coming from the criticism of the medicalization of the school complaint. Theorists who support the critical argumentation of medicalization are: Moysés & Collares (1996), Garrido (2010), Signor & Santana (2016), Furtado (2014), Leonardi (2010), among others. At first, we draw a theoretical track in order to place the way in which the school medicalization presented in the context of the Brazilian educational debate. Next, we stress the limits of the medicalization of life in such context. Finally, we emphasize the importance to think about a type of school that problematizes the so-called "learning problems", adopting a critical position in relation to the Brazilian bibliographic production that relates "learning problems" of the "disease". Our proposal entails to rethink the way that the relationship between institutionalized knowledge and the other is made in a way of elaborating pedagogical strategies that accommodate the multiplicity of modes of being that make up each individual.

ESTÁ ME CHAMANDO DE DOENTE? O DISCURSO MEDICALIZANTE DO TDAH NA ESCOLA: UMA REVISÃO