Adaptações metodológicas para a análise do discurso das crianças com deficiência intelectual A narrar sem linguagem
Publicado
Feb 23, 2017
Almetrics
Dimensions
Google Scholar
Dominique Manghi Haquin
https://orcid.org/0000-0002-0278-9899
Fabiola Otálora Cornejo
https://orcid.org/0000-0003-1273-1858
Marianela Arancibia M.
https://orcid.org/0000-0002-0278-9899
Fabiola Otálora Cornejo
https://orcid.org/0000-0003-1273-1858
Marianela Arancibia M.
##plugins.themes.bootstrap3.article.details##
Resumo
Dada a necessidade de compreender as formas de comunicação de pessoas com deficiência intelectual para encorajar a sua participação social, este estudo trata a narração como instância discursiva autogerida mais para além da linguagem. O objetivo foi sistematizar uma metodologia que permitisse explorar o discurso narrativo com perspectiva multimodal. A descrição corresponde às narrações de quinze estudantes do Chile com deficiência intelectual e pouco desenvolvimento da linguagem oral, mas com intenção narrativa.
A partir da adaptação de uma tarefa de recontagem foram analisadas discursivamente as suas produções multimodais e observaram-se narrações focadas nas ações dos personagens bem como construíram-se a partir de uma combinação de recursos comunicativos.
Keywords
intellectual disability, narration, multi-modality, inclusive approach, multi-modal discourse analysisdeficiência intelectual, narração, multimodalidade, abordagem inclusiva, análise de discurso multimodaldiscapacidad intelectual, narración, multimodalidad, enfoque inclusivo, análisis multimodal del discurso
References
Abbeduto, L. (2003). International review of research in mental retardation: Language and communication in mental retardation. California: Academic Press.
Abbeduto, L., Evans, J. y Dolan, T. (2001). Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 7, 45-55.
Alvarado, C., Crespo, N. y Manghi, D. (en prensa). El impacto de las imágenes en una tarea de recontado: diseño de un cuento ilustrado para niños basado en la gramática visual. Revista Logos, 26(1), 23-39.
Bamberg, M. (1997). A constructivist approach to narrative development. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 89-132). Londres: Lawrence Erlbaum.
Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 1-22.
Bocaz, A. (1996). El paisaje de la conciencia en la producción de narraciones infantiles. Lenguas Modernas, 23, 49-70.
Borzone, A. (2005). Conversar y comprender: el desarrollo de estrategias de comprensión a través del discurso compartido. Revista Mexicana de Psicología, 22, 121-135.
Boudreau, D. y Chapman, R. (2000). The relationship between event representation and linguistic skill in narratives of children and adolescents with Down syndrome. Journal of Speech, Language and Hearing Research, 43, 1146-1159.
Brodin, J. y Rivera, T. (2001). La comunicación en deficiencia mental, claves para su intervención. Estocolmo: Escuela Superior de Maestros de Estocolmo.
Chandler, D. (1997). An introduction to genre theory. Recuperado de http://visual-memory.co.uk/daniel/Documents/intgenre/chandler_genre_theory.pdf
Chapman, R. S., Schwartz, S. E. y Kay-Raining Bird, E. (1991). Language skills of children and adolescents with Down syndrome: I. Comprehension. Journal of Speech and Hearing Research, 34, 1106-1120.
Chapman, R. S., Seung, H.-K., Schwartz, S. E. y Kay-Raining Bird, E. (1998). Language skills of children and adolescents with Down syndrome: II. Production deficits. Journal of Speech, Language, and Hearing Research, 41, 861-873.
Chapman, R., Hesketh. L. y Kistler, D. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome: Hierarchical linear modeling. Journal of Speech, Language, and Hearing Research, 45, 902-915.
Chomsky, N. (1999). Aspectos de la teoría de la sintaxis. Barcelona: Gedisa.
Cordeau, C. (2008). Reflexiones en torno a la inclusión sociocomunitaria de personas con discapacidad intelectual escuchando la voz de sus protagonistas (Tesis de maestría, Universidad de Chile, Santiago de Chile).
Crespo, N., Alvarado, C. y Meneses, A. (2013). Desarrollo sintáctico: una medición a partir de la diversidad clausular. Revista de Lingüística, Filosofía y Literatura, 23(1), 80-101.
De Beaugrande, R. y Dressler, W. (1981). Introduction to text linguistics. Londres: Longman.
Dodwell, K. y Bavin, E. L. (2008). Children with specific language impairment: an investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201-218. http://doi.org/10.1080/13682820701366147
Fakültesi, G. (2008). Nonverbal cues in the oral presentations of the freshman trainee teachers of english at Gazi University. Dergisi, 28, 127-152.
Fernández, R. y García, M. (2014). Lenguaje expresivo y memoria verbal a corto plazo en las personas con síndrome de Down: memoria de ítem y memoria de orden. Revista Síndrome de Down, 31, 118-130.
Fivush, R. y Haden, C. (1997). Narrating and representing experience: Preschoolers’ developing autobiographical recounts. En P. Van den Broek, P. A. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 169-198). Hillsdale, NJ: Lawrence Erlbaum.
Godoy, G., Manghi, D., Soto, G. y Aranda, I. (2015). Recursos comunicativos de un joven con autismo: enfoque multimodal para mejorar la calidad de vida. Revista Actualidades Educativas, 15(1), 1-23.
Hudson, J. y Shapiro, L. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. En A. McCabe y C. Peterson (eds.), Developing narrative structure (pp. 89-135). Nueva Jersey: Lawrence Erlbaum Associates. Karmiloff-
Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), 61-85.
Kay-Raining Bird, E., Chapman, R. S., y Schwartz, S. E. (2004). Fast mapping of words and story recall by individuals with Down syndrome. Journal of Speech, Language, and Hearing Research, 47, 1286-1300.
Kendon, A. (2004). Gesture: Visible Action As Utterance. Cambridge: Cambridge University Press.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Londres: Routledge.
Kress, G. y Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Londres: Arnold.
Labov, W. y Waletzky, J. (1967). Narrative analysis: Oral versions on personal experience. En J. Helm (ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
Laws, G. (2002). Working memory in children and adolescents with Down syndrome: Evidence from a colour memory experiment. Journal of Child Psychology and Psychiatry, 43(3), 353-364. http://doi.org/10.1111/1469-7610.00026
Lazcano-Ponce, E., Katz, G., Allen-Leigh, B., Magaña L., Rangel-Eudave, G. y Minoletti, A. (2013). Trastornos del desarrollo intelectual en América Latina: un marco para establecer prioridades políticas de investigación y atención. Revista Panamericana de Salud Pública, 34(3), 204-209.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. En J. R. Martin y R. Veel (eds.), Reading science (pp. 87-113). Londres: Routledge.
Maggiolo, M., Pavez, M. y Coloma, C. (2003). Terapia para el desarrollo narrativo en niños con trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, 23, 98-108.
McNeill, D. (2000). Language and gesture: Window into thought and action. Cambridge: Cambridge University Press.
Miles, S. y Chapman, R. (2002). Narrative content as described by individuals with Down syndrome and typically developing children. Journal of Speech, Language and Hearing Research, 45, 175-189.
Miles, S., Chapman, R. y Sindberg, H. (2006). Sampling context affects MLU in the language of adolescents with Down syndrome. Journal of Speech, Language, and Hearing Research, 49, 325-337.
Norbury, C. y Bishop, D. (2003). Narrative skills in children with communication impairments. International Journal of Language and Communication Impairments, 38, 287-313.
Owens, R. (1995). Language disorders: A functional approach to assessment and intervention. Needham Heights, MA: Allyn & Bacon.
Puyuelo, M. y Rondal, J. (2003). Manual de desarrollo y alteraciones del lenguaje: aspectos evolutivos y patología en el niño y el adulto. Barcelona: Masson.
Reilly, J., Losh, M., Bellugi, U. y Wulfeck, B. (2004). Frog, where are you?: Narratives in children with specific language impairment, early focal brain injury and Williams syndrome. Brain and Language, 88, 229-247.
Rojas, S. (2008). La “voz” de las personas con discapacidad intelectual en investigación educativa: repensando las prácticas de investigación. Revista de Educación, 345, 377-398.
Romero, S. y Gómez, G. (2013). El desarrollo del lenguaje evaluativo en narraciones de niños mexicanos de 3 a 12 años. Actualidades en Psicología, 27(115), 15-30.
Shiro, M. (2003). Genre and evaluation in narrative development. Journal of Child Language, 30, 165-195.
Shiro, M. (2007). El discurso narrativo oral en la vida cotidiana: géneros y procesos. En A. Bolívar (ed.), Análisis del discurso (pp. 121-143). Caracas: Manuales Universitarios.
Stein, N. y Albro, E. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: Lawrence Erlbaum.
Stein, N. y Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. En R. O. Freedle (ed.), New directions in discourse processing (vol. 2, pp. 53-120). Norwood, NJ: Ablex.
Thordardottir, E., Chapman, R. y Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 24, 163-183.
Tomasello, M. (2005). Beyond formalities: The case of language acquisition. The Linguistic Review, 22, 183-197. Trabasso, T. y Stein, N. (1997). Narrating, representing, and remembering event sequences. En P. W. van den Broek, P. J. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation (pp. 237-270). Mahwah, NJ: Erlbaum.
Verdugo, M., Schalock, R., Gómez, L. y Arias, B. (2007). Construcción de escalas de calidad de vida multidimensionales centradas en el contexto: la escala Gencat. Siglo Cero, 38, 57-72.
Abbeduto, L., Evans, J. y Dolan, T. (2001). Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 7, 45-55.
Alvarado, C., Crespo, N. y Manghi, D. (en prensa). El impacto de las imágenes en una tarea de recontado: diseño de un cuento ilustrado para niños basado en la gramática visual. Revista Logos, 26(1), 23-39.
Bamberg, M. (1997). A constructivist approach to narrative development. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 89-132). Londres: Lawrence Erlbaum.
Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 1-22.
Bocaz, A. (1996). El paisaje de la conciencia en la producción de narraciones infantiles. Lenguas Modernas, 23, 49-70.
Borzone, A. (2005). Conversar y comprender: el desarrollo de estrategias de comprensión a través del discurso compartido. Revista Mexicana de Psicología, 22, 121-135.
Boudreau, D. y Chapman, R. (2000). The relationship between event representation and linguistic skill in narratives of children and adolescents with Down syndrome. Journal of Speech, Language and Hearing Research, 43, 1146-1159.
Brodin, J. y Rivera, T. (2001). La comunicación en deficiencia mental, claves para su intervención. Estocolmo: Escuela Superior de Maestros de Estocolmo.
Chandler, D. (1997). An introduction to genre theory. Recuperado de http://visual-memory.co.uk/daniel/Documents/intgenre/chandler_genre_theory.pdf
Chapman, R. S., Schwartz, S. E. y Kay-Raining Bird, E. (1991). Language skills of children and adolescents with Down syndrome: I. Comprehension. Journal of Speech and Hearing Research, 34, 1106-1120.
Chapman, R. S., Seung, H.-K., Schwartz, S. E. y Kay-Raining Bird, E. (1998). Language skills of children and adolescents with Down syndrome: II. Production deficits. Journal of Speech, Language, and Hearing Research, 41, 861-873.
Chapman, R., Hesketh. L. y Kistler, D. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome: Hierarchical linear modeling. Journal of Speech, Language, and Hearing Research, 45, 902-915.
Chomsky, N. (1999). Aspectos de la teoría de la sintaxis. Barcelona: Gedisa.
Cordeau, C. (2008). Reflexiones en torno a la inclusión sociocomunitaria de personas con discapacidad intelectual escuchando la voz de sus protagonistas (Tesis de maestría, Universidad de Chile, Santiago de Chile).
Crespo, N., Alvarado, C. y Meneses, A. (2013). Desarrollo sintáctico: una medición a partir de la diversidad clausular. Revista de Lingüística, Filosofía y Literatura, 23(1), 80-101.
De Beaugrande, R. y Dressler, W. (1981). Introduction to text linguistics. Londres: Longman.
Dodwell, K. y Bavin, E. L. (2008). Children with specific language impairment: an investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201-218. http://doi.org/10.1080/13682820701366147
Fakültesi, G. (2008). Nonverbal cues in the oral presentations of the freshman trainee teachers of english at Gazi University. Dergisi, 28, 127-152.
Fernández, R. y García, M. (2014). Lenguaje expresivo y memoria verbal a corto plazo en las personas con síndrome de Down: memoria de ítem y memoria de orden. Revista Síndrome de Down, 31, 118-130.
Fivush, R. y Haden, C. (1997). Narrating and representing experience: Preschoolers’ developing autobiographical recounts. En P. Van den Broek, P. A. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 169-198). Hillsdale, NJ: Lawrence Erlbaum.
Godoy, G., Manghi, D., Soto, G. y Aranda, I. (2015). Recursos comunicativos de un joven con autismo: enfoque multimodal para mejorar la calidad de vida. Revista Actualidades Educativas, 15(1), 1-23.
Hudson, J. y Shapiro, L. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. En A. McCabe y C. Peterson (eds.), Developing narrative structure (pp. 89-135). Nueva Jersey: Lawrence Erlbaum Associates. Karmiloff-
Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), 61-85.
Kay-Raining Bird, E., Chapman, R. S., y Schwartz, S. E. (2004). Fast mapping of words and story recall by individuals with Down syndrome. Journal of Speech, Language, and Hearing Research, 47, 1286-1300.
Kendon, A. (2004). Gesture: Visible Action As Utterance. Cambridge: Cambridge University Press.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Londres: Routledge.
Kress, G. y Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Londres: Arnold.
Labov, W. y Waletzky, J. (1967). Narrative analysis: Oral versions on personal experience. En J. Helm (ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
Laws, G. (2002). Working memory in children and adolescents with Down syndrome: Evidence from a colour memory experiment. Journal of Child Psychology and Psychiatry, 43(3), 353-364. http://doi.org/10.1111/1469-7610.00026
Lazcano-Ponce, E., Katz, G., Allen-Leigh, B., Magaña L., Rangel-Eudave, G. y Minoletti, A. (2013). Trastornos del desarrollo intelectual en América Latina: un marco para establecer prioridades políticas de investigación y atención. Revista Panamericana de Salud Pública, 34(3), 204-209.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. En J. R. Martin y R. Veel (eds.), Reading science (pp. 87-113). Londres: Routledge.
Maggiolo, M., Pavez, M. y Coloma, C. (2003). Terapia para el desarrollo narrativo en niños con trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, 23, 98-108.
McNeill, D. (2000). Language and gesture: Window into thought and action. Cambridge: Cambridge University Press.
Miles, S. y Chapman, R. (2002). Narrative content as described by individuals with Down syndrome and typically developing children. Journal of Speech, Language and Hearing Research, 45, 175-189.
Miles, S., Chapman, R. y Sindberg, H. (2006). Sampling context affects MLU in the language of adolescents with Down syndrome. Journal of Speech, Language, and Hearing Research, 49, 325-337.
Norbury, C. y Bishop, D. (2003). Narrative skills in children with communication impairments. International Journal of Language and Communication Impairments, 38, 287-313.
Owens, R. (1995). Language disorders: A functional approach to assessment and intervention. Needham Heights, MA: Allyn & Bacon.
Puyuelo, M. y Rondal, J. (2003). Manual de desarrollo y alteraciones del lenguaje: aspectos evolutivos y patología en el niño y el adulto. Barcelona: Masson.
Reilly, J., Losh, M., Bellugi, U. y Wulfeck, B. (2004). Frog, where are you?: Narratives in children with specific language impairment, early focal brain injury and Williams syndrome. Brain and Language, 88, 229-247.
Rojas, S. (2008). La “voz” de las personas con discapacidad intelectual en investigación educativa: repensando las prácticas de investigación. Revista de Educación, 345, 377-398.
Romero, S. y Gómez, G. (2013). El desarrollo del lenguaje evaluativo en narraciones de niños mexicanos de 3 a 12 años. Actualidades en Psicología, 27(115), 15-30.
Shiro, M. (2003). Genre and evaluation in narrative development. Journal of Child Language, 30, 165-195.
Shiro, M. (2007). El discurso narrativo oral en la vida cotidiana: géneros y procesos. En A. Bolívar (ed.), Análisis del discurso (pp. 121-143). Caracas: Manuales Universitarios.
Stein, N. y Albro, E. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: Lawrence Erlbaum.
Stein, N. y Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. En R. O. Freedle (ed.), New directions in discourse processing (vol. 2, pp. 53-120). Norwood, NJ: Ablex.
Thordardottir, E., Chapman, R. y Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 24, 163-183.
Tomasello, M. (2005). Beyond formalities: The case of language acquisition. The Linguistic Review, 22, 183-197. Trabasso, T. y Stein, N. (1997). Narrating, representing, and remembering event sequences. En P. W. van den Broek, P. J. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation (pp. 237-270). Mahwah, NJ: Erlbaum.
Verdugo, M., Schalock, R., Gómez, L. y Arias, B. (2007). Construcción de escalas de calidad de vida multidimensionales centradas en el contexto: la escala Gencat. Siglo Cero, 38, 57-72.
Como Citar
Manghi Haquin, D., Otálora Cornejo, F., & Arancibia M., M. (2017). Adaptações metodológicas para a análise do discurso das crianças com deficiência intelectual: A narrar sem linguagem. Sinal E Pensamento, 35(69), 68–82. https://doi.org/10.11144/Javeriana.syp35-69.amad
Edição
Seção
Avances