Possible paths for dialogic interactions of a child with learning difficulties: focusing on school environment

• Grant number: 07/03366-5
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: August 01, 2007
• End date: July 31, 2008
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Ana Paula de Freitas
• Grantee: Adriana Garcia de Aguiar
• Host Institution: Faculdade de Ciências da Saúde. Universidade Metodista de Piracicaba (UNIMEP). Instituto Educacional Piracicabano. Piracicaba , SP, Brazil

Abstract

During the year of 2006-2007 a scientific initiation project was done (FAPIC/Unimep)which goal was to characterize the dialogal interactions of a child with emphatic difficulty for learning who is enrolled in a Kindergarten Public School of Piracicaba area. The results of this project showed that there are, in the different scholastic spaces, such as, break time, classroom, snack area, few opportunities for a dialogue between the child and her/his school partners, or/and the child and the teachers. In this way, the goal of the present project is to suggest to the responsible teachers for the mentioned child classroom, activities that can support the dialogal dynamics and from this, to analyze how much the child and her/his school partners are benefited from these activities in what concerns to the development of their language. The language will be discussed from the central authors’ thesis that prove their studies on the dialectic historical materialism chain. This way, we will be reporting ourselves to the Vygotsky’s (1991, 2001) and Bakhtin's (1995) ideas.