Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Andrade, Flávia Rodrigues
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| Orientador(a): |
Arantes, Lúcia Maria Guimarães
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24256
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Resumo: |
This research brings considerations about the way the speech therapy clinic has received children with troubles in writing. Traditionally Speech Therapy has assigned language the role of representation. From this perspective, writing becomes subjugated to orality once it is taken as a representation of the speech system or the signified attributes contained in thought. The acquisition of writing, thus, is a conscious and intentional process, and the speech theory clinic is moved by the imaginary of teaching-learning. The incursions here developed move away from the idea of the epistemic subject, as they follow the perspective of work done by the Research Group Aquisição, Patologias e Clínica de Linguagem (CNPq no. 522002/97-8), coordinated by Prof. Dr. Maria F Francisca Lier-DeVitto and by Prof. Dr. Lúcia Maria G. Arantes. These researchers’ thoughts have close connection to the Brazilian Interactionism – which maintains the position of alterity -, a theoretic proposal founded by Prof. Dr. Claudia Lemos and which is at the origin of original developments, relatively to the field of pathologies and Language Clinic. The symptom, in this research, is taken as a problem of a linguistic nature, circumscribing, thus, a commitment to a language theorization. The discussion in this dissertation is moved by the following considerations: (1) which theoretical perspectives support the speech and language therapy directed to problems in writing; (2) what is the relevance in discerning teaching and medical practice in the field of Speech Therapy; (3) which possibilities does the clinical Speech Therapy oriented by the Language Clinic assumptions offer to accommodate the symptomatic obstacles in writing. For the reflection on the symptom in writing, it was considered fundamental to separate differences among fields, to justify the particularity of practices (clinical, pedagogical, psychological, or other) which contemplate the questions regarding the impediment of a child’s writing. This effort in theorization is necessary condition to contemplate the activity of writing, and this effort must not be excluded from a theory of the subject. Therefore, this research has the aim of identifying theories which guide scientific research in Speech Therapy directed towards questions in writing over the last ten years through an assessment of the literature pertinent to the theme. It is intended an update regarding the way speech therapy deals with questions in writing being carried out in Brazil; as well as discerning traditional thinking from that at the base of the Research Group of which this research is a part |
