ComunicaÃao e intersubjetividade : um olhar sobre processos interacionais em crianÃas surdas

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

Human ontogeny is often studied under the perspective of language acquisition, and especially speaking under acquisition of linguistic sign. In this process the hearing child is taken into account, as well as the unfolding of his/her comprehension and the domain of an oral language. Too little attention is given to the deaf child not taking advantage of information derived from such a language, except special cases of deaf children who have gone through speaking process of learning. Sociointeractional theoreticians such as George Mead, Henri Wallon and Michael Tomasello, describe and explain the ontogenetic process in the course of social interactions, enhancing the sociocultural environment where the child lives, for it is the only one to provide adequate conditions for his/her development. With the support of these theories the present study seeks to investigate the role of language in unfolding the process of intersubjectiveness in deaf children who are exposed to the learning of sign language and who live with people speaking an oral language (listeners). A group of 8 deaf children of both sexes, aged between 4 and 8 were observed and video-recorded in a room for activities of a public day care center in Pernambuco. These children have a characteristic in common, that is they are sons and daughters of hearing parents and are exposed to learning the Brazilian Sign Language - LIBRAS as well as the Portuguese language in its written form. Video segments were clipped out and analyzed in which children interact with one another or with two teachers having domain of language of signs. The results indicate that: a) deaf children use movement, gestures, mime and sound in their efforts for communication with the other partner; b) like hearing children, they imitate one another or stage situations, easily recognized by the observer; c) without the domain of sign language, still in learning process, the children complete the gaps by means of communicative gestures, body movements and other forms of expression, showing intent to steer the other s attention to the topic under discussion; d) the interactional processes appear to give deaf subjects, as far as it is already known for listeners, the support required for the assimilation and interpretation of culture in which they take part. In addition, they also promote new conceptions, artifacts and routines in the group. Finally, it is discussed that these findings may help modify conceptions still present according to which deaf subjects are "people with a disability and incompleteness" in regard to the use of linguistic tools. There is evidence of effective interactional exchanges that constitute the process of intersubjectiveness of deaf subjects, who make use of communicative resources at their reach and acquire gradually the domain of a language, that is the LIBRAS, a gesture and visual language

ASSUNTO(S)

deaf child interaÃÃo social intersubjetividade communication psicologia psicologia intersubjectivity comunicaÃÃo language linguagem crianÃas surdas social interaction

ACESSO AO ARTIGO

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