| dc.description.abstract | Observing gaps, especially in Linguistics studies, it was possible to elaborate the following question: how do the activities which aim the development of language students with intellectual disabilities in specialized educational care take place, and to what extent these activities include the notion of literacy? It was possible to answer this question by observing and analyzing data from the research project "Mother tongue learning: contexts, challenges and prospects for a primary education for all" (Number 11/1273-4.) which evidenced how the first language teaching and learning was developed with students in Specialized Educational Attendance (SEA). Through the corpus, I observed the interaction between two students who were diagnosed with intellectual disabilities - aged 13 and 14, respectively – using 11 audiovisual recordings made in the 2013 school year, in a Multifunction Resource Rooms (MRR) from the public educational system, located in the metropolitan area of Vale dos Sinos, Brazil. Those interactions were transcribed, enabling some aspects to become clear, such as: (1) the notion of literacy in a MRR, (2) the reception of the activities proposed by the teacher to the students in attendance, and (3) the relevance of the development of the language skills which make an intersection between initial reading instruction and literacy. Besides being built based on earlier work, such as Leite and Fronza, 2014; Haag and Fronza, 2014; and Wolf at. al. 2014, this research is developed based on the reflections present on Bridi (2011), in Cárnio and Shimazaki (2011) in Haag (2015), in Marques and Delpretto (2012), in Pires (2010), in Rojo (2009 , 2012), in Scherer (2015) and Smith (2004, 2006), among others. Having this theoretical scope, the analyzed interactions: revealed a slight approximation between the activities developed in the MRR with the proposal of literacy; demonstrate that the recipiency of the proposed activities not always occurred; and, finally, data revealed that it is necessary some emphasis on literacy activities that promote the quality of language in classroom. According to those findings, we believe that the literacy activities which are developed in MRR may constitute a unique possibility of appreciation of the language of students diagnosed with intellectual disabilities. | en |
