Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Santos, Camila Puertas
 |
| Orientador(a): |
Lier-DeVitto, Maria Francisca |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| 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 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://tede2.pucsp.br/handle/handle/22462
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Resumo: |
In the classroom, it is often the teacher who comes across a student with difficulties, which is a big challenge for him. Being with a child who does not speak, but who listens and who can write (even if precariously, insufficient, for the other) indicates that it has a very peculiar relation with language, which legitimates it as being inhabited and inhabits the mother tongue, although in an enigmatic way. Faced with situations like this, conflicts and issues emerge. This project proposes to investigate and reflect on the school problems of these children and on the impasses that they put to the teacher. And it was motivated by impasses posed by a student with a genetic syndrome – Silver-Russel Syndrome (SSR) - who, as stated above, questioned the nature of the pupil's relationship to language and that incisively pressured the teacher's educational movements. This research will work with data already collected from Gustavo, a 15 year old student, diagnosed as having the syndrome mentioned. It should be added that the medical literature presents a nosographic description of these cases in which it indicates specific signs of the disease related to language. They will, therefore, be part of the discussion. In this case study, the analysis is based on a theoretical background that involves the assumption of language proper, as postulated in European structuralism (Saussure, 2006, Jakobson, 1954, 1960); (Lier-DeVitto, 2001, 2006, 2011 others), which admits the hypothesis of the unconscious (Lier-DeVitto, 1998, 2001 and others) and in the Clinic and Language , introduced by Freud (1901). With this study, we hope to achieve greater penetration on the condition of these subjects with speech and writing, which may favor the construction of more appropriate and consistent educational acts |
