Abstract
This research aimed to verify if there is relationship between the grade of IDEB and medicated children index for learning disorders in schools, with the hypothesis that a well evaluated school would have less medicated children. To verify this hypothesis, an empirical research with professionals from a primary education school and evaluated by IDEB was performed. We used semi-structured interviews, which were recorded and transcribed and analyzed data for the development of a theoretical and critical discussion in the light of historical-cultural psychology. It was not possible to observe a relationship between the note of IDEB and the number of students treated in the institution, as this number is not less than the national average, as expected. In addition, educators' attitudes regarding the use of medication controlled in children hold up a split between education and development processes.
Keywords:
Quality Indicator; Medicalization; Historical-Cultural Psychology.