Language and children s drawing : aspects of deaf children symbolic development and its therapeutic implications / Linguagem e desenho infantil : aspectos do desenvolvimento simbolico da criança surda e implicações terapeuticas

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

The interest for children’s drawing goes back to the last half of the Nineteenth Century and has been the object of several specialized studies because pictographic representation is considered a way for observing and understanding children’s development. The present work intends to approach drawing, as one of the ways of representing, naming and signifying reality, aiming at promoting deaf children’s language development, but also the production of new knowledge and the corollary effects in phonoaudiologic work’s daily practices. With this aim in view, concepts of a Historic-Cultural theory that approach human psychic functioning and its social constitution, as well as the central role of history and culture in the development of higher psychological functions by means of language and children’s introduction in the circuit of the symbolic. From the point of view of a qualitative analysis, theoretical and methodological constructs stemming from a Historic-Cultural perspective and its articulation with the microgenetic analysis were used. Research subjects were two male deaf children passing through a process of bilingual language acquisition - Brazilian sign language and the written modality of Brazilian Portuguese; both were second graders of Brazilian elementary education level, with ages between 9 and 10 years and both had an audiologic diagnosis of deep bilateral deafness. Data were gathered during a whole year and produced 30 hours of video, besides reports about 27 weekly sessions of 120 minutes each (60 minutes for physical-therapeutic assistance and 60 minutes for learning and development of Brazilian Sign Language). Sections of the constructed episodes were selected for analysis in order to emphasize the production of drawings and their relationships with gestures, narratives, games, writing and sign language. The focus of the analysis privileged the emergence of the changing processes happening in the dynamics of interactions between the research subjects, taking into account the particular and global aspects in its occurrence and constitution. Results brought to the surface the processes which the children mobilized, when immersed in the symbolic order, mainly through the drawing activity, as a very used signic visual apparatus, to establish their ways of operating on, with and in language. More specifically, drawings, as a representation of reality, assured the objectivity and the signification that sign language, due to being incipient, was not able to convey. Besides, the work with drawing, interlaced with interactive and semiotic processes, allowed the children a first access to reading and writing in Portuguese, a much-needed resource for daily social practices. To sum up, drawing proved to be an instrument able to promote and propel social, and therefore, symbolic, significant, interactive and cognitive, development for deaf children, making them subjects of, in, and through language. Thus, the study on this subject makes deeper the vantage point of phonoaudiologic clinical practice, and can configure a new trend of research open to new and future interpretations.

ASSUNTO(S)

fonoaudiologia linguagem language surdez children s drawing desenho infantil deafness phonoaudiology

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