Linguistic competence and its contributions to inclusive education towards the Specific Terminality
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Scripta |
Texto Completo: | http://periodicos.pucminas.br/index.php/scripta/article/view/30071 |
Resumo: | This article is the result of work carried out at the Nucleus for Assistance to People with Specific Needs (NAPNEE) on campus of the Federal Institute and aimed to understand the language skills of a student with severe intellectual disability, in the 3rd year of integrated technical high school. For three months, the student participated in tests and specific tasks of the Portuguese Language discipline, the team sought to detail the student's language skills, understanding that linguistic aspects are inserted in a mental module that Chomsky (1957) calls Syntax. Thus, the text presents a part of the description of the observed skills and competences and this dense description will collaborate in the construction of its Specific Terminality, since this certification will be useful for future paths. School development equivalent to classmates in the last year of high school was not expected, not even literacy or beginning of the speech, but assistance to other professionals and institutions in which she will participate at the end of basic education, since these organizations will be able to from the information contained in the Specific Terminality for future referrals in the area of language. |
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Linguistic competence and its contributions to inclusive education towards the Specific TerminalityA competência linguística e suas contribuições para a educação inclusiva rumo à Terminalidade Específica Competência linguísticaTerminalidade EspecíficaInclusão escolarPessoa com DeficiênciaThis article is the result of work carried out at the Nucleus for Assistance to People with Specific Needs (NAPNEE) on campus of the Federal Institute and aimed to understand the language skills of a student with severe intellectual disability, in the 3rd year of integrated technical high school. For three months, the student participated in tests and specific tasks of the Portuguese Language discipline, the team sought to detail the student's language skills, understanding that linguistic aspects are inserted in a mental module that Chomsky (1957) calls Syntax. Thus, the text presents a part of the description of the observed skills and competences and this dense description will collaborate in the construction of its Specific Terminality, since this certification will be useful for future paths. School development equivalent to classmates in the last year of high school was not expected, not even literacy or beginning of the speech, but assistance to other professionals and institutions in which she will participate at the end of basic education, since these organizations will be able to from the information contained in the Specific Terminality for future referrals in the area of language.Este artigo é resultado de um trabalho empreendido no Núcleo de Atendimento às Pessoas com Necessidades Específicas (NAPNEE) de um campus do Instituto Federal e teve como objetivo compreender competências linguísticas de uma discente com grave deficiência intelectual, do 3º ano do ensino médio técnico integrado. Durante três meses, a aluna participou de testes e tarefas específicas da disciplina de Língua Portuguesa, a equipe buscou detalhar as competências de linguagem da estudante, entendendo que os aspectos linguísticos estão inseridos em um módulo mental que Chomsky (1957) denomina de Sintaxe. Assim, o texto apresenta uma parte da descrição das habilidades e competências observadas e essa densa descrição colaborará na construção da Terminalidade Específica dela, uma vez que essa certificação será útil para caminhos futuros. Não se esperou desenvolvimento escolar equivalente aos colegas de classe do último ano do ensino médio, nem mesmo a alfabetização ou início da fala, mas o auxílio a outros profissionais e instituições em que ela participará ao fim da educação básica, uma vez que essas organizações poderão partir das informações contidas na Terminalidade Específica para futuros encaminhamentos na área da linguagem.PUC Minas2023-06-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/3007110.5752/P.2358-3428.2023v27n59p209-236Scripta; Vol 27 No 59 (2023): Escrita, leitura e literatura; 209-236Scripta; V. 27 N. 59 (2023): Escrita, leitura e literatura; 209-236Scripta; v. 27 n. 59 (2023): Escrita, leitura e literatura; 209-2362358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/30071/20875Copyright (c) 2023 Editora PUC Minashttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessXavier, Gláucia do Carmo Abreu, Christiane Miranda deLino, Juliana Cristina Meira 2023-08-01T13:52:35Zoai:ojs.pkp.sfu.ca:article/30071Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2023-08-01T13:52:35Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false |
dc.title.none.fl_str_mv |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality A competência linguística e suas contribuições para a educação inclusiva rumo à Terminalidade Específica |
title |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality |
spellingShingle |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality Xavier, Gláucia do Carmo Competência linguística Terminalidade Específica Inclusão escolar Pessoa com Deficiência |
title_short |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality |
title_full |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality |
title_fullStr |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality |
title_full_unstemmed |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality |
title_sort |
Linguistic competence and its contributions to inclusive education towards the Specific Terminality |
author |
Xavier, Gláucia do Carmo |
author_facet |
Xavier, Gláucia do Carmo Abreu, Christiane Miranda de Lino, Juliana Cristina Meira |
author_role |
author |
author2 |
Abreu, Christiane Miranda de Lino, Juliana Cristina Meira |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Xavier, Gláucia do Carmo Abreu, Christiane Miranda de Lino, Juliana Cristina Meira |
dc.subject.por.fl_str_mv |
Competência linguística Terminalidade Específica Inclusão escolar Pessoa com Deficiência |
topic |
Competência linguística Terminalidade Específica Inclusão escolar Pessoa com Deficiência |
description |
This article is the result of work carried out at the Nucleus for Assistance to People with Specific Needs (NAPNEE) on campus of the Federal Institute and aimed to understand the language skills of a student with severe intellectual disability, in the 3rd year of integrated technical high school. For three months, the student participated in tests and specific tasks of the Portuguese Language discipline, the team sought to detail the student's language skills, understanding that linguistic aspects are inserted in a mental module that Chomsky (1957) calls Syntax. Thus, the text presents a part of the description of the observed skills and competences and this dense description will collaborate in the construction of its Specific Terminality, since this certification will be useful for future paths. School development equivalent to classmates in the last year of high school was not expected, not even literacy or beginning of the speech, but assistance to other professionals and institutions in which she will participate at the end of basic education, since these organizations will be able to from the information contained in the Specific Terminality for future referrals in the area of language. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-06-27 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.pucminas.br/index.php/scripta/article/view/30071 10.5752/P.2358-3428.2023v27n59p209-236 |
url |
http://periodicos.pucminas.br/index.php/scripta/article/view/30071 |
identifier_str_mv |
10.5752/P.2358-3428.2023v27n59p209-236 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.pucminas.br/index.php/scripta/article/view/30071/20875 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Editora PUC Minas http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Editora PUC Minas http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
PUC Minas |
publisher.none.fl_str_mv |
PUC Minas |
dc.source.none.fl_str_mv |
Scripta; Vol 27 No 59 (2023): Escrita, leitura e literatura; 209-236 Scripta; V. 27 N. 59 (2023): Escrita, leitura e literatura; 209-236 Scripta; v. 27 n. 59 (2023): Escrita, leitura e literatura; 209-236 2358-3428 1516-4039 reponame:Revista Scripta instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas) instacron:PUC_MINS |
instname_str |
Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
instacron_str |
PUC_MINS |
institution |
PUC_MINS |
reponame_str |
Revista Scripta |
collection |
Revista Scripta |
repository.name.fl_str_mv |
Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
repository.mail.fl_str_mv |
||cespuc@pucminas.br |
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