Acompanhamento longitudional de AG [recurso eletrônico] : análise da história de vida, do diagnóstico e da vivência escolar
Bruna Favaro
TCC
Português
TCC DIGITAL/UNICAMP F277a
Campinas, SP : [s.n.], 2022.
1 recurso online (113 p.) : il., digital, arquivo PDF.
Orientador: Maria Irma Hadler Coudry
Trabalho de Conclusão de Curso (graduação) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
Resumo: Esta pesquisa tem o objetivo de analisar, a partir dos pressupostos teóricos-metodológicos da Neurolinguística Discursiva (ND), a história de vida, o diagnóstico, a família e a vivência escolar do sujeito AG, e como esses aspectos, tomados sobretudo conforme a noção de dispositivo (AGAMBEN,...
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Resumo: Esta pesquisa tem o objetivo de analisar, a partir dos pressupostos teóricos-metodológicos da Neurolinguística Discursiva (ND), a história de vida, o diagnóstico, a família e a vivência escolar do sujeito AG, e como esses aspectos, tomados sobretudo conforme a noção de dispositivo (AGAMBEN, 2007; 2009 a partir de FOUCAULT, 1975) afetaram negativamente suas Funções Psicológicas Superiores (FPS), bem como sua aprendizagem e entrada na leitura e na escrita. Por meio de relatos da responsável por AG e também a partir da análise dos laudos diagnósticos, de cadernos escolares e de relatórios produzidos pela escola, buscou-se argumentar como seu diagnóstico de deficiência intelectual leve é reforçado pela escola e pela família, contribuindo para a perpetuação do fracasso escolar e da exclusão nas mais variadas esferas da sociedade. Queixas de dificuldades escolares e mau desempenho levaram a família de AG a buscar o CCazinho. Com base na interlocução com o outro e no trabalho significativo com e por meio da linguagem (fala, leitura e escrita), o CCazinho funciona como um contradispositivo, ao possibilitar a entrada da criança/jovem na leitura e na escrita, viabilizando a superação da não-aprendizagem e o consequente desenvolvimento das FPS, bem como sua complexificação ao longo da vida. Produzidos no acompanhamento longitudinal, os dados de AG são outro tema central deste estudo e demonstram seu progresso diante de instabilidades típicas do iniciante na leitura e escrita, não correspondendo, assim, aos seus laudos diagnósticos
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Abstract: This research aims to analyze, based on the theoretical-methodological assumptions of Discursive Neurolinguistics (ND), the life history, diagnosis, family and school experience of
the subject AG, and how these aspects, taken mainly according to the notion of device
(AGAMBEN, 2007; 2009... Ver mais Abstract: This research aims to analyze, based on the theoretical-methodological assumptions of Discursive Neurolinguistics (ND), the life history, diagnosis, family and school experience of
the subject AG, and how these aspects, taken mainly according to the notion of device
(AGAMBEN, 2007; 2009 from FOUCAULT, 1975) negatively affected their Higher Psychological Functions (FPS), as well as their learning and entry into reading and writing. Through reports from the person responsible for AG and also from the analysis of diagnostic reports, school notebooks and reports produced by the school, we sought to argue how her diagnosis of mild intellectual disability is reinforced by the school and the family, contributing to the perpetuation of school failure and exclusion in most varied spheres of society. Complaints of school difficulties and poor performance led AG's family to look for CCazinho. Based on the interlocution with the other and on the meaningful work with and through language (speech, reading and writing), CCazinho works as a counter-device, by enabling the entry of the child/young person into reading and writing, making it possible to overcome the non-learning and the consequent development of FPS, as well as its complexification throughout life. Produced in the longitudinal follow-up, AG data are another central theme of this study and demonstrate their progress in the face of typical instabilities of beginners in reading and writing, thus not corresponding to their diagnostic reports Ver menos
the subject AG, and how these aspects, taken mainly according to the notion of device
(AGAMBEN, 2007; 2009... Ver mais Abstract: This research aims to analyze, based on the theoretical-methodological assumptions of Discursive Neurolinguistics (ND), the life history, diagnosis, family and school experience of
the subject AG, and how these aspects, taken mainly according to the notion of device
(AGAMBEN, 2007; 2009 from FOUCAULT, 1975) negatively affected their Higher Psychological Functions (FPS), as well as their learning and entry into reading and writing. Through reports from the person responsible for AG and also from the analysis of diagnostic reports, school notebooks and reports produced by the school, we sought to argue how her diagnosis of mild intellectual disability is reinforced by the school and the family, contributing to the perpetuation of school failure and exclusion in most varied spheres of society. Complaints of school difficulties and poor performance led AG's family to look for CCazinho. Based on the interlocution with the other and on the meaningful work with and through language (speech, reading and writing), CCazinho works as a counter-device, by enabling the entry of the child/young person into reading and writing, making it possible to overcome the non-learning and the consequent development of FPS, as well as its complexification throughout life. Produced in the longitudinal follow-up, AG data are another central theme of this study and demonstrate their progress in the face of typical instabilities of beginners in reading and writing, thus not corresponding to their diagnostic reports Ver menos
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Acompanhamento longitudional de AG [recurso eletrônico] : análise da história de vida, do diagnóstico e da vivência escolar
Bruna Favaro
Acompanhamento longitudional de AG [recurso eletrônico] : análise da história de vida, do diagnóstico e da vivência escolar
Bruna Favaro