| dc.description.abstract | Speaking about discourse is not consensual and depends on the theoretical
framework in which this word subscribes, if French Discourse Analysis; if Critical
Analysis, for example. At the end of the 1960s, the understanding of discourse as
effects of meaning between interlocutors perceived not as individuals but as social
sites, a perspective disseminated by Michel Pêcheux, and this is the concept of
discourse that is, in this work, developed, illuminating the studies referring to
discursive practices that may engender, overcome or maintain stuttering. This thesis
aims to analyze the discursive practice of teachers in the classroom with students
identified as stutterers and participants in the Study Group and Attendance to Child
Stuttering (GEAGi). Specifically, it aims to investigate the subject positions of family
and discursive formations teachers and the implications on stuttering speech of
children; as well as the relevance of teachers' discursive practices for maintaining or
overcoming stuttered speech, to identify, in the context of the classroom, the
production conditions triggering fluency or stuttering and finally identify the
pedagogical discourse (PD) in the classroom. Heterogeneous theoretical paths are
drawn, with a focus on the linguistic-discursive perspective, because it is believed
that this contributes to a change of position from subject-stutter to subject-fluent. The
analysis of the French line discourse founded by Pêcheux and developed by Orlandi
in Brazil is the theoretical and analytical device of this research, combined with
studies in language acquisition of the interactionist project, proposed by Cláudia de
Lemos, as well as, studies of some specialists in stuttering, such as Friedman,
Azevedo, among others. This work will have a qualitative approach and will be
developed in GEAGi of UNICAP and in two schools, public and private, focusing on
the discursive practice developed in these environments and its resonance in the
stuttered speech of children. The sample consisted of 6 subjects, 3 teachers, 3 family
members of children who presented a more difficult speech, more stammered and
that are part of the GEAGi. The method used was the discursive and had as a
procedure discursive sequences constituted of the 18 reports of the classes of
Portuguese Language; interview of three teachers; 17 discursive sequences of
families recorded in audio and transcribed literally in the computer for later analysis,
having as anchor the discursive functioning that emerges in the family and in the
classroom. Looking at the subject's gestures of interpretation, in different discursive
practices, we questioned evidence in these practices having the linguistic-discursive
perspective as a possibility of change in the subject position. The analyzes showed
the paraphrastic movement that existed in all the classes, the illusion of a single
meaning and the transparency of the language characteristic of the authoritarian
pedagogical discourse. We can also see from the analysis of the discursive
sequences of the families, the teachers' discourse, the presence of discursive
formations of ideal fluency the disidentification of a relative to a non-authoritarian and
non-ideal fluent position. We were also able to observe the importance of the Study
Group and Attendance to Child Stuttering that works at the Catholic University of
Pernambuco for the families of children identified as stuttering, as a welcoming,
listening space. | eng |
