Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Nocrato, Yanne Maria Araújo
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| Orientador(a): |
Carvalho, Glória Maria Monteiro de |
| Banca de defesa: |
Leopoldino, Cláudio Bezerra,
Caiado, Roberta Varginha Ramos |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Católica de Pernambuco
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| Programa de Pós-Graduação: |
Mestrado em Ciências da Linguagem
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| Departamento: |
Departamento de Pós-Graduação
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| 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: |
http://tede2.unicap.br:8080/handle/tede/1608
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Resumo: |
Music is an artistic manifestation which possesses tremendous possibilities to awaken a variety of feelings, emotions and many different sensations in every person. Therefore, this dissertation aims to understand the effects of music on language development in children diagnosed with Autism Spectrum Disorder (ASD). In it, we pursue research that lies on the interface between linguistics and psychoanalysis considering, from the perspective of the child’s transformation into a speech capable being, changes regarding language and the relationship with other people. The implemented methodology is of a qualitative nature, through case-observations, since it presents a higher level of compatibility with our goals. This research was done in the town of Guaiúba, Ceará at the residence of a selected child who was observed in interaction with his mother. The filming sessions were done on a weekly basis by the child’s mother who also introduced him to certain previously chosen songs throughout this period. Such a procedure for obtaining results was a consequence of certain adaptations to the original plans, adaptations absolutely necessary due to the social isolation period we have been going through. For example, there was a change with respect to the research location, initially set to be the school that the child goes to, which had to be changed to the residence. The analysis and the discussion of the results of this investigation indicate that rhythmic games in which the child was involved, during the sessions of observation do produce an effect on verbalization and also on the interaction with the others. We hope that this research will serve both to create a better family time and to indicate strategies that could positively change the approach to language for children with ASD. |
