Full text
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| Author(s): |
Laura Muller
Total Authors: 1
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| Document type: | Master's Dissertation |
| Press: | Campinas, SP. |
| Institution: | Universidade Estadual de Campinas (UNICAMP). Instituto de Estudos da Linguagem |
| Defense date: | 2013-06-26 |
| Examining board members: |
Maria Irma Hadler Coudry;
Maria Bernadete Marques Abaurre;
Anna Maria Lunardi Padilha
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| Advisor: | Sonia Sellin Bordin; Maria Irma Hadler Coudry |
| Abstract | |
This research aims to analyze the acquisition and the use of reading and writing in five children and young people who received the diagnosis of Dyslexia and who were longitudinally followed in the Centro de Convência de Linguagens (CCazinho) at the Institute of Language Studies (IEL), at Unicamp. From the encounter between the researcher and the research subjects, the critical diagnosis is traced and guided by the theoretical and methodological perspective of Discursive Neurolinguistics (ND). Firstly, one argues about the erroneous conception of reading and writing as code, which appears in the definition, evaluation and treatment of dyslexia. At the same time, through the analysis of data regarding the reading and writing of the subjects followed, one seeks to deconstruct what was seen as a symptom of dyslexia to investigate the hypothesis that these children and young people build in the process of acquisition and use of reading and writing. Then, the review focuses on the function and the reach that the diagnosis has socially. For this, one uses the interpretation of diagnostic such as devices (Agamben, 2010) which capture the subject, guide and determine the speeches and way of acting of the school, the family and the subject themselves. Strategically, the diagnosis of Dyslexia displaces the social issues to the bodies of the subjects and disclaims society by the increasing failure in teaching reading and writing which we live today. The mode of operation of this device is discussed by the analysis of the subjects and their families' speeches about the diagnosis and by the analysis of the diagnostic reports, the school data and the treatments that some of the subjects were submitted to. Finally, one seeks to give visibility to the diagnoses hidden problems, investigating the non-pathological difficulties that these subjects have. For this, one discusses how these subjects are failing in school, sometimes because they face difficulties in understanding the little explicit game of that institution, either because the family has been unable, for various reasons, to help the subjects, or because the school, the reading and the writing do not make sense to them. In contrast, one analyzes the longitudinal follow of one of the research subjects, discussing how the practices with/about language in CCazinho - that take into account the individual, his history, his interests and build an active speaker for his reading and writing - opens a possibility of changes in the process of acquisition and use of reading and writing of the child. In this process, the learning of reading and writing deconstructs and disqualifies the diagnosis that ends losing strength and direction in the history of the subject (AU) | |
| FAPESP's process: | 11/03931-0 - Children and young people diagnosed with dyslexia: what do their written data reveal? |
| Grantee: | Laura Maria Mingotti Muller |
| Support Opportunities: | Scholarships in Brazil - Master |