Attention-Deficit/Hyperactivity Disorder: A Clinical, Political, and Epistemic Reading
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Abstract
The shift in the coordinates that currently organize social space produces a deregulation of bodies, and the school is not excluded from these effects. The ideal of effort has been replaced by the search for happiness, favoring play as a mode of infantilization. The Western labor crisis required other modes of social control: entertainment and pharmacology, the latter investing in education in order to generate its own demand.
Politics is biopolitics, and the subject of desire is conspicuous by its absence in psychiatric and cognitive-behavioral psychological clinical practice. What is at stake in these manifestations of the body? Are hyperactivity and inattention particular responses to the homogenizing demand for efficiency and production imposed by the hypermodern Master? Is this a social symptom? What singular knowledge is at stake that prevents school learning?
The Lacanian orientation teaches us that answers will be found on a case-by-case basis, provided that psychoanalysis is possible: the presentation of a clinical case and its resolution.
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The author/s grant exclusive license without temporary limit for the manuscript to be published in Cuadernos-FHyCS edited by Humanides the Faculty of Social Science, National University of Jujuy.
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