Psychological assessment of the child in times of neuroculture and neoliberalismo

its impact on the school

Abstract

A critical reflection is proposed on the modifications in the way children are assessed by Psychology today, in which the traditional psychological assessment model - psychodiagnosis - seems to be falling out of favor. In its place, neuropsychological assessment is taking over or substituting for it. The latter is frequently requested by neurologists, to whom children with some disorder or school maladjustment are currently referred by schools. These children return diagnosed with neurodevelopmental disorders. Employing a hermeneutic-comprehensive stance grounded in Psychoanalysis, Psychology, Philosophy, and Sociology, the aim is to link the theme to the categories of the neoliberal subject, cerebral subject, and neuroculture, problematizing the influence of the DSM-V. The text discusses the meaning of Freud's addition of the "psycho-" prefix to sexuality in 1905, untethering sexuality from alleged biological determination, and currently, the observation of a kind of return to neurocentrism. In conclusion, alternatives are proposed based on interventional and subjectivizing psychodiagnosis.