A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão

• Autor(a) principal: Vieira, Vania Marinho da Silva
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18884
• topic: Autism; Communication; Social interaction; Autismo; Comunicação; Interação social; ACE; LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

This research aims to analyze the use of speech-in-interaction in the Portuguese language class, in order to investigate how the inclusion of students with Autism Spectrum Disorder (ASD) in the teaching-learning process can take place. Using the tools available by the Ethnomethodological Conversation Analysis for the description and interpretation of speech data, we seek to answer “what interactional tools are available for teachers and students, in the Portuguese language classroom, capable of promoting greater inclusion of an autistic child?” Therefore, we tried to analyze the way in which the conversation is organized in adjacent pairs between interactants, in addition to having observed questions about the mechanisms of selection and self-selection of speakers, as well as the ways of repairing the speech employed by the interactants. In addition, this research analyzed the contributions of the spatial organizations of the conversation such as the “formation in F”, which contributed to the participation of the student with Autistic Spectrum Disorder. A positive response was noted in the student-teacher relationship after insisting on selecting the autistic student as a possible and desirable interlocutor, as well as an improvement in the relationship between neuroatypical student and neurotypical students when the different sociabilities were naturalized. It was also concluded that the variation in the preference responses of the participating autistic student was related to the interpretation of verbal cues, as he did not understand those of a sequential referential nature and used "correction" a lot as a way to signal this break in intersubjectivity; this recurrent corrective phenomenon on his part generated self-repairs on my part, opportunities in which I reformulated my questions to make them clearer and facilitate his participation. The participating autistic student was selected and selected regarding the paired structure of the conversation and all the transformation in the interactions was possible through the ACE instrument and spatial organization of the conversation.