Abstract
RESUMO: Buscamos apreender efeitos da leitura de textos na escrita de uma criança, designada como S., impedida de oralizar e escrever de próprio punho por apresentar Paralisia Cerebral. Mediante dificuldades de S. na leitura, relatadas pela professora, uma atividade semanal foi proposta pela fonoaudióloga na sala de aula da escola-clínica que S. frequentava, a partir de livro de Eva Furnari, resultando em uma produção expressiva de textos pela criança. A essas produções somam-se transcrições de filmagens em que esses textos foram lidos, que compõem o corpus alocado no banco de dados do Grupo NALingua-CNPq. Tais dados foram analisados com base em Borges (2006) que propõe a alfabetização de crianças baseada na imersão em leituras de textos diversos. Os resultados apontam para um processo de aquisição da leitura e escrita peculiar, em que cruzamentos entre símbolos/escrita e escrita/escrita operam a leitura da criança. Suas produções trazem efeitos dos textos matriz, lidos em um jogo de espelhos que revelam o funcionamento da língua e, ao mesmo tempo, diferenças: marcas de um sujeito em sua singularidade. Mudanças objetivas e subjetivas na assunção de abordagem teórica diversa da do professor pelo fonoaudiólogo resultaram em mudanças objetivas e subjetivas na relação de S. com a escrita.
Highlights
Our research deals with introducing writing to a child
The movements the child presented because of her neuromotor dysfunction, already significant and meaningful, even if restricted to glances or pointing and answers to “yes” and “no”, denoted a subject ready for the interpretation of the other. Bearing this aspect in mind, led us to implement Bliss Symbols2 in clinical speech therapy with S., which are among the Augmentative and Alternative Communication Systems3, since, in clinical evaluation, the child showed understanding and interest in the transformations and logic that these ideographic symbols involve, which did not occur with the Picture Communication Symbols (PCS)4
According to Neurological Disorders and Stroke (NINDS) (2006)6, the other 90% to 95% of cerebral palsy (CP) cases result from four types of brain damage that lead to typical symptoms7: (1) White matter injury (PeriVentricular Leukomalacia − PVL); (2) Abnormal brain development (Brain Dysgenesis); (3) Cerebral Hemorrhage (Intracranial Hemorrhages); (4) Brain damage caused by brain oxygenation lack (Hypoxic-ischemic Encephalopathy or Intrapartum Asphyxia)
Summary
Our research deals with introducing writing to a child. S.’s motor disability derives from her neurological disorder - cerebral palsy (CP) - preventing her from oralizing and writing in her own handwriting. The movements the child presented because of her neuromotor dysfunction, already significant and meaningful, even if restricted to glances or pointing and answers to “yes” and “no”, denoted a subject ready for the interpretation of the other Bearing this aspect in mind, led us to implement Bliss Symbols in clinical speech therapy with S., which are among the Augmentative and Alternative Communication Systems, since, in clinical evaluation, the child showed understanding and interest in the transformations and logic that these ideographic symbols involve, which did not occur with the Picture Communication Symbols (PCS). The clinic attests that the motor impairment does not prevent the subject from being symbolically involved, as pointed out by S.’s speech-writing data (VASCONCELLOS, 1999, 2006, 2014). We are interested in investigating the effects of a reading activity conducted in the classroom that S. attended, at the request of the teacher, who confirmed S.’s difficulty in performing such a task
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