Sujeito, linguagem e escrita : um estudo neurolinguistico / Individual, Language and writing : a neurolinguistics study

AUTOR(ES)
DATA DE PUBLICAÇÃO

2009

RESUMO

The research "Individual, Language and writing: a neurolinguistics study" deals with the accompaniment of two boys, MO and DC 17 and 16 years respectively, the school sent to the Laboratory of Neurolinguistics (LABONE / IEL /UNICAMP) with complaints of learning difficulties. To this end, we had the following objectives: (i) the study of issues surrounding the acquisition and use of read / write with the individuals, (ii) understand the relationship between MO and DC with speech, with the exercise of language and with the writing / reading based on their life stories, and school, to drive the longitudinal speech - for analysis of this research. To this end, comparisons were made between his writing at school (used books scanned from school) and his writings on individual speech therapy sessions (the transcribed and scanned) in order to show the status and progress of the acquisition and use of reading / writing with their specific and that can come to (re) establish, given the therapeutic care devoted to them. This work is based on theoretical and methodological assumptions of a discursive neurolinguistics (COUDRY, 1986/1988), based on a historical conception of language (FRANCHI, 1977), as it presents itself as a place of human interaction and dialogue, as work activity and constitutive of subjectivity, of otherness and of itself as object of reflection. Unlike what happens in school and in health, which ignore key issues, especially at the beginning of the process as a variety of speech in which the child has acquired language and oral transit (normal) of the oral and the written marks constructed literacy in society, this research analyzes and considers the process of acquisition and social uses of writing in their own dynamic operation. On the way contrary to the speech pathologic homogeneous and present in the area of speech therapy, this study aims to show that when we look at the subject in a unique way, with stories of individual lives, it is possible to draw a new story for them through writing, because it is through the language that the subject is constituted and develops its relationship with the group (ORLANDI, 2006) The data in the study reveal such procedures, and also complain about the place of marginalized young people like MO and DC were over the years they spent in the school. Outside the school system, children with difficulties in reading and writing, MO and DC, today, almost adults, taken (both they and their families) a position of failure and discouragement about life, because the mark of not read and writing is so strong that end corresponding to it, believing it

ASSUNTO(S)

escola pathology of the education reading escrita school writing patologização da educação leitura

ACESSO AO ARTIGO

Documentos Relacionados