Monólogos de crianças e seu lugar na estruturação da linguagem e do sujeito falante

• Ano de defesa: 2022
• Autor(a) principal: Landi, Laura Gonçalves
• Orientador(a): Lier-DeVitto, Maria Francisca
• 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: Monólogos de crianças; Aquisição de Linguagem; Estruturação subjetiva
• Palavras-chave em Inglês: Children’s monologues; Linguistic acquisition; Subjective strucuting
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/25773

Children's monologues are occurrences that emerge around the age of two and a half, according to Piaget (1986 [1923]), Vygotsky (1979 [1934]) and other Language Acquisition' authors that are discussed in this dissertation, in subsequent chapters. In developmental psychology, they are referred to as "egocentric speech" and play a fundamental role in the process of cognitive construction. In the area of Language Acquisition, it is about describing them. The remarkable result is that they end up reduced to neutral factual material on which grammatical analyzes (phoneticphonological or syntactic-lexical) are carried out, diluting the singularity of this unique event, and they are said to be uninterpretable and unintelligible (NELSON, 1989; LEVELT et alli, 1978, among others). Monologues show a very particular relationship between child and language, which is of central interest in this research, which discusses its specific nature, without losing sight of the relationship between the presence of dialogue in the monologue. This research is also interested in the fact that there are very few studies about monologues in the area of Language Acquisition, whose “presence is sporadic, lacking” (LIER-DEVITTO, 1998 and others). Weir (1962) deserves prominence in the area, although she has not abandoned grammatical descriptions at the beginning of her book, for making a surprising twist by introducing Jakobson’s “language functions” to characterize the monologues and save them from a reduction which she does not accept. This movement is valued by Lier-DeVitto (1998), who starts from it to, with Jakobson (1969) and his poetic function, offer an original and productive interpretation of the child's monologues. This dissertation follows and continues in the theoretical direction established by Lier-DeVitto (1998) on monologues, which are based on the theorization carried out by Claudia Lemos 1982, 1986, 1991, 1992, 1999, 2001, 2002, 2003, 2006 and 2008), which implies in its elaboration the relationship child-language-other. The proposal of this author understands that the acquisition of language by the child is solidary to their subjective structuring process, a question that guides this work