Storytelling in the Inclusive School: Interaction and Modes of Meaning

• Autor(a) principal: de Freitas, Ana Paula
• Data de Publicação: 2012
• Outros Autores: Moreno, Dálethy, de Oliveira, Letícia Gondo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Comunicações
• Texto Completo: https://www.metodista.br/revistas/revistas-unimep/index.php/comunicacoes/article/view/162
• topic: narrativa, necessidades educacionais especiais, educação; Storytelling; special educational needs; education.

This study was based on the historical-cultural theory of human development and on the declarative-discursive perspective of language. The aim was to understand the possibilities of development of a narrative language in a child with special educational needs in a school environment. The research was carried out at a local elementary school and focused on a five-year old student with neuropsychomotor delay. The classroom activities were filmed weekly during the first semester of 2008. The data collected for analysis privileged the student’s interactions with the teacher or monitor during storytelling activities. Results show that the teacher reads to the students but there is no story retelling activity with the aim of developing narration. The student uses gestures and vocal sounds to communicate. However, a discursive intent is occasionally attributed to these language modes and the child’s language possibilities are not given meaning in the school. Educators should, therefore, give new significance to the child’s modes of language and the school should offer meaningful interactive situations in order to develop the narrative language.