Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Alves, Luzia
 |
| Orientador(a): |
Arantes, Lúcia Maria Guimarães |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
|
| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
|
| País: |
Brasil
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22980
|
Resumo: |
Studies on Language Acquisition (oral and written) are consolidated in the field of language studies. The same cannot be said of works involving pictures of language disorders and / or difficulties in the acquisition / learning process - these are less invested and are more recent in Brazil (CARNEVALE, 2008). This research problematizes the subject-language relationship, considering students diagnosed with “intellectual disability”. In focus are some students who attend Public Elementary School II. The aim of this study is to analyze spoken and written discourses of these subjects, in order to discuss two conflicting hypotheses: (1) they learn by the effect of a properly designed method or; (2) by the effect of a transfer relation (FREUD, 1996; LACAN, 1998), which crosses the student's relationship with the objects to be known, which Freud and, later, Lacan point to as transfer relation, as repetition automatism. . The theoretical perspective assumed is that of the Language Clinic, inaugurated at LAEL-PUCSP, which has European structuralism as the ground for thinking about language and the unconscious hypothesis for reflecting on the authors. Beside a careful bibliographic survey, the adopted methodology involves data collection (speech recordings and collection of written productions) of students indicated as having intellectual impairment. The analysis of texts of these students, excluded by the current pedagogical methods, will follow the molds of those developed in the Clinic of Language. The aim is to illuminate the specificities of these productions, as well as to raise and discuss hypotheses regarding the student's position regarding speech / writing. The results are expected to confirm experience impressions that children with intellectual disabilities achieve satisfactory returns through the transfer effect established with the teacher / researcher because they understand that methods are mere supports in the process and are not a cause. of student learning |
