dc.creator | Bezerra, Luiz Carlos Souza | |
dc.date.accessioned | 2017-06-01T18:24:37Z | |
dc.date.accessioned | 2023-03-22T17:28:47Z | |
dc.date.available | 2011-09-09 | |
dc.date.available | 2023-03-22T17:28:47Z | |
dc.date.issued | 2010-05-17 | |
dc.identifier.citation | BEZERRA, Luiz Carlos Souza. A criança surdocega e a linguagem no contexto escolar e familiar. 2010. 171 f. Dissertação (Mestrado em Ciências da Linguagem) - Universidade Católica de Pernambuco, Recife, 2010. | por |
dc.identifier.uri | https://hdl.handle.net/20.500.12032/76277 | |
dc.description.abstract | 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 | eng |
dc.description.sponsorship | Coordenação de Aperfeiçoamento de Pessoal de Nível Superior | |
dc.format | application/pdf | por |
dc.language | por | por |
dc.publisher | Universidade Católica de Pernambuco | por |
dc.rights | Acesso Aberto | por |
dc.subject | lingüística | por |
dc.subject | aquisição de linguagem | por |
dc.subject | crianças surdas | por |
dc.subject | crianças cegas | por |
dc.subject | dissertações | por |
dc.subject | linguistics | eng |
dc.subject | language acquisition | eng |
dc.subject | deaf children | eng |
dc.subject | blind children | eng |
dc.subject | dissertations | eng |
dc.title | A criança surdocega e a linguagem no contexto escolar e familiar | por |
dc.type | Dissertação | por |