doctoralThesis
A recepção da criança com deficiência intelectual ao texto literário na educação infantil
Fecha
2011-11-08Registro en:
BRITO, Nazineide. A recepção da criança com deficiência intelectual ao texto literário na educação infantil. 2011. 245 f. Tese (Doutorado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011.
Autor
Brito, Nazineide
Resumen
The focus of this thesis is children's reception to literary texts starting from literary livelihood
in an inclusive literary context, looking for the possible evidences that are present in the
construction as reader/hearing of literature. Based on a study case, we search the ways of
participation of a child (girl) with intellectual deficiency in situations of offering and
reception of literary texts, looking for the understanding and explication of some aspects of
her processing and the building up of an initial reader. The data were taken starting from
observations in moments of reading and story-telling in the period from November to
December/2008 and May to June/2009 in a public school of children education, in Natal-
Brazil, in which there was a registered student showing intellectual deficiency associated to
Down syndrome. As research tools we used: field diary, interview scripts and video
recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b),
Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b),
Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that
although expressing little verbalization and limited levels of attention, body attitudes,
movements and talks of the child under investigation, denounced engagement and rendition to
the sonority of the texts shared. These data gives us traces that, under a mediating action, the
child with intellectual limitation can turn into a reader/hearing subject of literature,
developing a sensitive and a selective attitude towards the literary text. Amongst other
aspects, we identified that (1) a conception of deficiency present through the school that
recognizes his/her potential of developing and learning (2) the situation of sharing, that
favours a relation with the texts through the other, and (3) the relevance of orality providing
the semantic paths that help the child in the building up of meaning, presenting themselves as
fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader.
Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to
the child with intellectual deficiency, a space towards interaction with the fictional text in
which the child can learn and live its ludic and interactive character, to enjoy its hearing
abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations
mediated through the more experient reader and shared with her/his different pairs. The
research shows yet that, looking after conditions that guarantee a comfortable environment to
the story hearings in the classrooms that focus on children education, being aware of a
selection and the prosody of stories, the didactic contract, the attention to individual reactions,
enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing
subject of literature, engaged in its richness and magic