Publisher's Synopsis
In this action-research study, we addressed the rationality of pathologising learners in situations of difficulty in the context of schooling and its repercussions on socio-cultural conflicts. We sought to understand, identify and trace the path that leads to this phenomenon; and to identify the cases and referral criteria for poor school performance in schools in the cities of Campo Bom and Ivoti-RS. In this way, we intend to contribute and raise awareness among professionals of the pathologisation of the subjective constitutions of the learner in socio-pedagogical inclusion practices.
