Banca de DEFESA: ANA MARIA DIAS GALVAO
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : ANA MARIA DIAS GALVAO
DATA : 06/11/2020
HORA: 14:00
LOCAL: Remoto - Google meet
TÍTULO:
AN ANALYSIS OF THE LANGUAGE ACTIVITY (GOAL) OF CHILDREN WITH INTELLECTUAL DISABILITIES
IN THE LITERACY CONTEXTPALAVRAS-CHAVES:
Intellectual Disability - Writing - Literacy - Metalanguage
PÁGINAS: 183
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Tópicos Específicos de Educação
ESPECIALIDADE: Educação Especial
RESUMO:
Written language presupposes the other, who dialogically participates in the intersubjective writing processes, in absent or present dialogues, in which this experience is constituted and signified. In the school collective, the appropriation of writing, since its genesis, occurs in a problematic way, mobilizing attention and the explicit manipulation of ideas, oral and written segments, seeking understanding about its functioning. As we understand the relevance of this process for children with intellectual disabilities, given the demands generated by their inclusion process in the school culture, this thesis was created with the objective of understanding the development of the linguistic activity (goal) of children with Intellectual Disabilities, as process that evolves from the intersubjective to the intrasubjective plane, in the appropriation of written language. In a qualitative approach, the research was developed through the method of Microgenetic Analysis, which presupposes the study of the genesis and evolution of certain subjective processes, in a micro scope, in the interaction between individual dialogue with the collective, subjectivity and sociocultural, considering a 8-year-old student at a public school in the city of Salvador. We used participatory observation as a procedural method of research, recorded through the field diary for the observation of the observations, in addition to the photographic record, specific to the writings. The “invented writings” were also foreseen for the initial stage and for reading the data a protocol of theoretical categories in order to develop the analysis in a discursive perspective, in the free and mediated contexts and within the dialogical and sociocultural framework: Vigotski and Smolka, we seek to analyze the characterization of metalinguistic activity based on phonological, metatatextual and pragmatic awareness described by Gombert, Maluff and psycholinguistic and linguistic theorists, Cagliari and Lemle. We describe and analyze the process in the initial stage, after which we verify an intense metalinguistic activity on the part of the child with intellectual disability, with characteristics and evolution similar to other children, facilitated mainly by the interaction produced in this context about the writings. We were able to reflect on how relevant a discursive literacy perspective becomes in promoting knowledge about writing and other linguistic aspects that characterize school life in the initial stages of learning to write.
MEMBROS DA BANCA:
Presidente - 040.773.265-91 - THERESINHA GUIMARAES MIRANDA - UFBA
Interno - 127.639.695-34 - MARY DE ANDRADE ARAPIRACA - UFBA
Externo ao Programa - 1660035 - REGIANE DA SILVA BARBOSA
Externo à Instituição - PATRICIA CARLA DA HORA CORREIA - UNEB
Externo à Instituição - SONIA LOPES VICTOR - UFES
Externo à Instituição - SUSANA COUTO PIMENTEL - UFRB