A criança surdocega e a linguagem no contexto escolar e familiar

• Ano de defesa: 2010
• Autor(a) principal: Bezerra, Luiz Carlos Souza
• Orientador(a): Melo, Maria de Fátima Vilar de
• Banca de defesa: Azevedo, Nadia Pereira da Silva Gonçalves de , Cavalcante, Marianne Carvalho Bezerra
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Pernambuco
• Programa de Pós-Graduação: Mestrado em Ciências da Linguagem
• Departamento: Ciências da Linguagem
• País: BR
• Palavras-chave em Português: lingüística; aquisição de linguagem; crianças surdas; crianças cegas; dissertações
• Palavras-chave em Inglês: linguistics; language acquisition; deaf children; blind children; dissertations
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://tede2.unicap.br:8080/handle/tede/746

The acquisition of language by deaf-blind children constitutes an area in need of further research, especially of studies that examine the subject-language relationship. Thus, the deaf-blind child‟s relationship with language comprises crucial points of consideration in this thesis, given that there are questions for which we still lack sufficient data to elucidate. Therefore, the present study aims to reflect on the acquisition of language by deaf-blind children through discourse with mothers and teachers, as well as through school practices and the expertise of Cláudia de Lemos, who points out the hypothesis of the unconscious. Specific objectives include the following: to analyze the acquisition of language by deaf-blind children from discourse with mothers and teachers; analyze the influence of the school and the mother-child relationship in the acquisition of language by deaf-blind children; and to analyze the theoretical constructs that serve as the basis of pedagogical practice, specifically, the language adopted by the teachers. Moreover, we conducted semi-direct interviews with 4 mothers and 2 teachers of deafblind children. The analyses of the data indicate that the interaction between the mother and deaf-blind child involves questions of acceptance, of adoption, of whether the child is seen as similar, and consequently interfere with the child‟s relationship with language in the event that the relationship depends on the symbolism of the Other. The teachers participating in the study appear anchored to theoretical constructs that address the difficult relationships: deaf-blind child, subject, and language. The analysis of teacherstudent interaction allow us to infer that it is essential to conceive of language as including the body captured by the effect of language, a body that insists on talking and that asks for interpretation, displacement of meaning, principally in the case of deafblind children