Caracterização dos enunciados de um aluno não-falante usuário de recurso suplementar de comunicação durante a construção de histórias
Data
2006-08-01
Autores
Guarda, Nathália Silveira da [UNESP]
Deliberato, Débora [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Associação Brasileira de Pesquisadores em Educação Especial - ABPEE
Resumo
A narrativa pode conectar elementos diversos e, assim, promover a construção de sentenças verticais e horizontais, frente à mediação de interlocutor. Esta pesquisa visou analisar a extensão e a organização sintática dos enunciados de narrativas construídas por um aluno não-falante usuário de recurso suplementar de comunicação. Previamente à construção das narrativas, selecionadas de acordo com os centros de interesse, idade, grau de escolaridade e temáticas trabalhadas na escola do aluno, símbolos gráficos do Picture Communication Symbols eram confeccionados e adaptados para que, por meio destes e dos recursos verbais e não-verbais inerentes à atividade discursiva, a história pudesse ser contada, por acesso visual e auditivo, pelo interlocutor e recontada pelo aluno, após a estruturação e organização dos múltiplos signos em sentenças. Todas as interações foram filmadas e complementadas com anotações de um diário de registro contínuo. Após a análise das transcrições das fitas e das anotações do diário, foi possível determinar três estágios de unidades significativas: 1) Caracterização ou natureza dos elementos constituintes dos enunciados das narrativas em: a) objeto; b) símbolo gráfico; c) escrita; d) vocalização; e) gesto representativo; 2) Extensão dos enunciados das narrativas de 1 a 6 elementos, linearmente, e 7 ou mais elementos; 3) Organização sintática dos elementos constituintes das narrativas em sujeito, verbo e objeto isolados, em sentenças verticais, e associados, em sentenças horizontais. Ressaltou-se, assim, a ampliação e aprimoramento da organização e da estrutura sintática dos enunciados das narrativas construídas pelo aluno mediado pelo interlocutor.
Narratives can connect diverse elements and, thus, promote the construction of vertical and horizontal sentences, mediated by the interlocutor. This research aimed to analyze the extension and the syntactic organization of narrative statements constructed by a non-speaking student who used Augmentative and Alternative Communication devices. Graphic Symbols from Picture Communication Symbols were selected according to the child's range of interest, his age, schooling and the subject areas he was involved with in school, having been prepared and adapted to his needs, before the actual narrative construction. Using these pictograms as well as verbal and non-verbal resources that are part of the discursive mode, a story could be told by the communication partner, accessed through visual as well as auditory channels. After structuring and re-organizing the various signs into sentences, the student could retell the story. All interactions were filmed and complemented with notations in an ongoing journal registry. Analyzing the tape transcriptions and the journal notations enabled us to identify three significant unit stages: 1) Characterization or nature of the constituent elements of narrative statements in: a) the object; b) the graphic symbol; c) writing; d) vocalization; e) representative gesture; 2) Extension of the narrative statements from 1 to 6 elements in sequence and 7 or more elements; 3) Syntactic organization of the elements making up the narratives in a subject - verb - object structure, isolated in vertical sentences and associated in horizontal sentences. The results thus pointed to the broadening and improvement of the syntactic organization and structure of the narrative statements constructed by the student, mediated by the communication exchange partner.
Narratives can connect diverse elements and, thus, promote the construction of vertical and horizontal sentences, mediated by the interlocutor. This research aimed to analyze the extension and the syntactic organization of narrative statements constructed by a non-speaking student who used Augmentative and Alternative Communication devices. Graphic Symbols from Picture Communication Symbols were selected according to the child's range of interest, his age, schooling and the subject areas he was involved with in school, having been prepared and adapted to his needs, before the actual narrative construction. Using these pictograms as well as verbal and non-verbal resources that are part of the discursive mode, a story could be told by the communication partner, accessed through visual as well as auditory channels. After structuring and re-organizing the various signs into sentences, the student could retell the story. All interactions were filmed and complemented with notations in an ongoing journal registry. Analyzing the tape transcriptions and the journal notations enabled us to identify three significant unit stages: 1) Characterization or nature of the constituent elements of narrative statements in: a) the object; b) the graphic symbol; c) writing; d) vocalization; e) representative gesture; 2) Extension of the narrative statements from 1 to 6 elements in sequence and 7 or more elements; 3) Syntactic organization of the elements making up the narratives in a subject - verb - object structure, isolated in vertical sentences and associated in horizontal sentences. The results thus pointed to the broadening and improvement of the syntactic organization and structure of the narrative statements constructed by the student, mediated by the communication exchange partner.
Descrição
Palavras-chave
educação especial, comunicação alternativa e suplementar, narração de histórias, special education, augmentative and alternative communication, story narration
Como citar
Revista Brasileira de Educação Especial. Associação Brasileira de Pesquisadores em Educação Especial - ABPEE, v. 12, n. 2, p. 269-288, 2006.