A escrita alfabética, sua natureza e representação: contribuições à Fonoaudiologia aplicada à Educação

• Ano de defesa: 2013
• Autor(a) principal: Machado, Maria Letícia Cautela de Almeida
• Orientador(a): Senna, Luiz Antônio Gomes
• Banca de defesa: Nunes, Leila Regina D'oliveira de Paula , Glat, Rosana , Pletsch, Márcia Denise , Silva, Ana Paula Berberian Vieira da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade do Estado do Rio de Janeiro
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Centro de Educação e Humanidades::Faculdade de Educação
• País: BR
• Palavras-chave em Português: Fonoaudiologia educacional; Linguagem; Modos de Pensamento; Distúrbios da aprendizagem; Fonoaudiologia e Educação; Escrita; Fala
• Palavras-chave em Inglês: Educational speech; Language; Writing; Speech; Learning disorder; Modes of Thought
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.bdtd.uerj.br/handle/1/10346

Introduction: This research is in the field of Speech Pathology Educational epistemological. The practice speech in Brazil has its genesis linked to measures of uniformity and standardization of the language. The actions from speech therapy were, since its origin, influenced by positivism and naturalistic thinking, which resulted in a performance based on clinical care and a normative conception of development and learning of writing. Efforts have been undertaken to establish in educational field a differentiated approach for Speech therapy, which dismisses the curative and regulatory and turns to the promotion of the teaching-learning process. However, despite efforts to seek the modification and expansion of educational speech therapy, the clinical-medical character persists. It is understood that this is a consequence of paradigms rooted and kept until today on the formation of a speech therapist and educator. These are views that universalize issues relating to language and learning process of writing and uses medical patterns on individuals that appear to be outside of the normal range as expected. Objective: To characterize the nature and representation of alphabetic writing, aiming to contribute to overcoming the biological and naturalistic culture in addressing questions about the learning and mastery of written language in the field of Speech Pathology Education. Methodology: Scientific research in theoretical and conceptual basis. Results: This study reveals that the structural system of writing is a phenomenon with grammatical properties and representational distinguished from speech. It is evident that the relationship between the spoken language and written language is not direct, such that alphabetic writing is not a de-coding of speech. Furthermore, this thesis sustains that the nature of the writing is not biological, but eminently cultural, so that it s acquisition and domain are a unique conceptual process. This conception implies an understanding that different sociocultural individuals conceptualize and interact the writing in different ways. This diversity is because social subjects present different modes of organization and operation of mind that, in turn, imply different ways of interacting with the world, with each other and with writing, resulting in individual differences in the structure and use of speech and writing. From these concepts, systematize up guiding principles for the establishment of an educational speech therapy in the field of writing, devoid of any physician-clinical character. Conclusions: The understanding that the appropriation of writing has no biological allows the understanding that the different modes of writing can not be validated by universal rules based on a priori mental system, nor, considered as a condition intrinsic abnormality the subject. This thesis has shown that maintaining a conception of a biological determinism to the difficulties in learning or mastery of writing actually involves a paradigmatic issue. Finally, the parameters that define the categories of what is "normal" and what is "abnormal" in the structuring and use of writing are not regulated by biological principles, but by paradigmatic categories. Thus, the idea of a learning disorder writing is sustained only under certain paradigm.