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School complaints are generally characterized as experiences of failure in the educational context that manifest themselves in the expression of suffering and involve actors such as the child, the family and the school. Few studies seek to understand the process of production of school complaints and the relationship between this process and medicalization. Thus, this study aimed to analyze reports from speech therapists about their work with children with school complaints and identify how much this work approaches or distances itself from practices that contribute to the process of medicalization of education. It is a qualitative and transversal study, based on a socio-historical theoretical-methodological perspective. Six speech therapists who attended children with school complaints in the public and private networks in the region of Salvador/BA participated. Data were collected through semistructured interviews that, after transcribed, were categorized and analyzed based on the proposed objectives and theoretical reference based on studies on school complaints, school failure, speech therapy and medicalization. Concepts about enunciation and dialogue were also important for the selection and analysis of data. The analysis of the interview statements made it possible to observe that similarities, differences and contradictions crossed the narratives about the various clinical practices related to school complaints. The statements of the speech therapists were marked by practices that were sometimes medicalizing, sometimes not medicalizing, and point out that there is still a long way to go in the attempt to break with the ideological perspective of the biomedical and medicalizing clinic in the performance with the school complaint. [ABSTRACT FROM AUTHOR]