This article draws upon findings from fieldwork conducted with Chilean mental health practitioners and school staff to explore how children's mental health diagnoses can be used in the school setting as a particular rationale to mobilise and convey new forms of care practices (Mol, The logic of care: Health and the problem of patient choice, 2008). Inspired by the framing of care as an interrelational, interdependent and more-thanhuman affair promoted by Science and Technology Studies, and drawing from conceptual tools offered by post-humanist approaches, we focus our examination on the diagnosis of attention deficit-hyperactivity disorder (ADHD). Following the diagnosis since its formulation by clinicians in the public sector to its enactment in an urban school in Santiago, Chile, we explore how certain caring/uncaring practices are enacted in relation to the diagnosis, reconfiguring the classroom by incorporating (non)human actors to care for the diagnosed child. However, care is ambivalent, and the diagnosis can be put into action for other purposes as it interweaves with educational policies and other agendas. Thus, to produce policies that truly foster inclusion, attention must be given to the micropolitical level where disabilities and disorders are enacted, developing

This article draws upon findings from ethnographic fieldwork conducted in a Chilean school to explore how the effects of globally circulating ADHD medications emerge within the localized contexts of everyday users. An analysis of observations of children on ADHD medications within classroom settings is developed which challenges the assumption, pervasive within biomedical paradigms, that the effects of such medications can be understood as resulting directly from their chemical properties and biological modes of action. Our case study highlights the significance of multiple, interacting determinants of drug effects in an everyday setting, focusing in particular on classroom dynamics, teacher–student relations, and the agency of children taking the medications. We conclude that while ADHD medications may act in part by altering physiological processes, an adequate account of their effects requires that analytic attention extends to the sociomaterial contexts in which medications and users are embedded.

Resumen: el objetivo de este artículo es mostrar cómo el incremento de las labores de cuidado, producto de la pandemia, y el quiebre de la red de cuidados han recaído significativamente sobre las mujeres. Al reconocer la crisis de los cuidados, que ha privilegiado un modelo individualista por sobre uno social o comunitario, la pandemia de la covid-19 revela las sobrecargas de un tipo de sujeto y las imposibilidades para pensar otras formas de cuidar. Mediante la presentación de algunos resultados, obtenidos por la encuesta Cuidar, realizada en Chile en mayo de 2020, en un contexto de cuarentena estricta, cierre de establecimientos educacionales y medidas de distanciamiento social, discutimos la participación de las mujeres en entramados de prácticas de cuidado que se van tornando cada vez más frágiles. Si consideramos que las mujeres son actores clave en estas articulaciones, la precarización de su calidad de vida afecta la capacidad misma de la red para sostener y cuidar y, por ende, la capacidad de las mujeres para cuidar tanto de sí mismas como de otros. Es decir, la pandemia no solo muestra un conjunto de prácticas que se desarticula y reorganiza, sino que, dada su organización privatizada y concentrada en un tipo de individuo, se hace mucho más frágil en tanto que depende casi exclusivamente de un sujeto cuyas posibilidades de repensarse o rearticularse son menores o limitadas.Palabras clave: crisis de los cuidados, cuidados, género, pandemia, prácticas.

To understand the particularities of the surveillance produced by parents' WhatsApp groups and the consequences they have for schools and families. Background: The literature on the use of these groups and platforms for online communication has contended that teachers and parents feel that they are under constant surveillance when they are using them. The advantages and disadvantages of these platforms are presented, as well as recommendations for good practices. Method: Qualitative analysis of two WhatsApp chats of parents from two schools in Chile, one public and one private, using a grounded theory approach. Results: Using a theoretical framework of science, technology, and society studies, we examine the particularities of this surveillance observed in three dimensions: conflicts as smoke bombs, operational surveillance, and affective surveillance. In this respect, we argue that in these groups, intimate surveillance leads to the normalization of certain behaviors that cause conflict to be silenced. Conclusion:We argue that silencing of conflict is problematic in that it does not allow the emergence of different ways of being a teacher or parent, which has significant consequences for families and their relationship with the school, especially in locations similar to the one we studied, where communication between families and schools has relied heavily on messaging apps such as WhatsApp. Implications: WhatsApp groups appear to offer opportunities to subvert the surveillance of digital platforms, as long as conflicts are allowed to be sustained when differences emerge.