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| Author(s): |
Patrícia Aparecida de Aquino
Total Authors: 1
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| Document type: | Doctoral Thesis |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Instituto de Estudos da Linguagem |
| Defense date: | 2016-09-23 |
| Examining board members: |
Sírio Possenti;
Maria Irma Hadler Coudry;
Maria Bernadete Marques Abaurre;
Luciana Salazar Salgado;
Marcela Franco Fossey
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| Advisor: | Sírio Possenti |
| Abstract | |
We exanimated, from the perspective of the French Discourse Analysis theory, a controversial discursive space, involving two discursive positions on what some call dyslexia: children¿s errors in the process of writing acquisition. On the one hand, there is the discourse which predominantly uses arguments concerning Education and Linguistics (which we call E/L), where errors are considered as constituting the writing acquisition process and, on the other hand, the discourse in which the arguments are related to the areas of the health and medicine (which we call S/M), which see errors as learning disorders. The enunciators of both positions often assume that this is a controversial issue and use arguments that, in general, dialogue not with the Other, but with their simulacra ¿ characteristic of polemic discourses ¿ and which, at other times, disregard the Other, in a kind of erasure, a non-dialogue. This controversy has existed for over a century and has recently been fierce in Brazil, for example, when the Federal Council of Psychology launched a campaign against the overuse of medication whose purpose would be to improve the academic performance of children and adolescents; when the Draft Law 7081 2010, which guarantees the diagnosis and treatment of dyslexia and attention deficit hyperactivity disorder in Basic Education; and when the "Dia Nacional de Atenção à Dislexia" was established (November, 16) ¿ LAW Nº 13.085, sanctioned by President Dilma Rousseff on January, 8 2015. We analyzed the controversial proposal based on Discourse Analysis by Maingueneau (1984) and we are related it to the disciplinary mechanisms, by Foucault (1973, 1975). Besides that, we considered necessary to have a better understanding of the interaction between these discursive positions and how people directly affected by dyslexia see this issue: the families of children diagnosed as dyslexic and literacy teachers, speech therapists and psychopedagogues (AU) | |
| FAPESP's process: | 13/09985-0 - INTER-INCOMPREHENSION AROUND DISLEXY |
| Grantee: | Patricia Aparecida de Aquino |
| Support Opportunities: | Scholarships in Brazil - Doctorate |