A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
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 |
Resumo: | 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. |
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Abritta, Carolina Scalihttp://lattes.cnpq.br/4875126755990961Coelho, Victoria Wilson da Costahttp://lattes.cnpq.br/1656335719323103Oliveira, Lívia Miranda dehttp://lattes.cnpq.br/8478566729941954http://lattes.cnpq.br/7575767155964073Vieira, Vania Marinho da Silvanana_vmsv@hotmail.com2023-01-13T20:00:19Z2021-06-28VIEIRA, Vania Marinho da Silva. A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão. 2021. 132 f. Dissertação (Mestrado Profissional em Letras) - Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, RJ. 2021http://www.bdtd.uerj.br/handle/1/18884This 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.Esta pesquisa tem por objetivo a análise do uso da fala-em-interação na aula de Língua Portuguesa, a fim de investigar como pode se dar a inclusão de alunos com Transtorno do Espectro Autista (TEA) no processo de ensino-aprendizagem. Usando as ferramentas disponíveis pela Análise da Conversa Etnometodológica para descrição e interpretação de dados de fala, buscamos responder “que ferramentas interacionais estão disponíveis para professores e alunos, na sala de aula de Língua Portuguesa, capazes de promover uma maior inclusão de uma criança autista?” Para tanto, procuramos analisar o modo como se dá, entre os interagentes, a organização da conversa em pares adjacentes, além de termos observado questões acerca dos mecanismos de seleção e autosseleção de falantes, bem como as maneiras de reparação da fala empregadas pelos interagentes. Além disso, esta pesquisa analisou as contribuições das organizações espaciais da conversa como a “formação em F”, que colaboraram para a participação do aluno com Transtorno do Espectro Autista. Notou-se uma resposta positiva na relação aluno-professora após insistência em selecionar o discente autista como possível e desejável interlocutor, assim como houve melhora na relação entre aluno neuroatípico e alunos neurotípicos quando naturalizaram-se as sociabilidades distintas. Concluiu-se ainda que a variação nas respostas de preferência do aluno autista participante estava relacionada à interpretação das pistas verbais, pois ele não compreendeu as de natureza referencial sequencial e utilizou bastante a “correção” como forma de sinalizar essa quebra de intersubjetividade; este fenômeno corretivo reincidente por parte dele gerou autorreparos de minha parte, oportunidades em que reformulei meus questionamentos para que ficassem mais claros e facilitasse sua participação. O aluno autista participante se selecionou e foi selecionado no que tange a estrutura pareada da conversa e toda a transformação nas interações foi possível através do instrumento da ACE e organização espacial da conversa.Submitted by Antônio Luiz CEH/D (zergelprimo@yahoo.com.br) on 2023-01-13T20:00:19Z No. of bitstreams: 1 Dissertação - Vania Marinho da Silva Vieira - 2021 - Completa.pdf: 1307030 bytes, checksum: 3bb1d3188b1839de038bff7bdd9be2ac (MD5)Made available in DSpace on 2023-01-13T20:00:19Z (GMT). No. of bitstreams: 1 Dissertação - Vania Marinho da Silva Vieira - 2021 - Completa.pdf: 1307030 bytes, checksum: 3bb1d3188b1839de038bff7bdd9be2ac (MD5) Previous issue date: 2021-06-28application/pdfporUniversidade do Estado do Rio de JaneiroPrograma de Pós-Graduação em Letras, Mestrado Profissional em Rede Nacional (PROFLETRAS) - FFPUERJBrasilCentro de Educação e Humanidades::Faculdade de Formação de ProfessoresAutismCommunicationSocial interactionAutismoComunicaçãoInteração socialACELINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESAA estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusãoThe structure of classroom conversation with autistic student: reflecting on interactional strategies of inclusioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UERJinstname:Universidade do Estado do Rio de Janeiro (UERJ)instacron:UERJORIGINALDissertação - Vania Marinho da Silva Vieira - 2021 - Completa.pdfDissertação - Vania Marinho da Silva Vieira - 2021 - Completa.pdfapplication/pdf1307030http://www.bdtd.uerj.br/bitstream/1/18884/2/Disserta%C3%A7%C3%A3o+-+Vania+Marinho+da+Silva+Vieira+-+2021+-+Completa.pdf3bb1d3188b1839de038bff7bdd9be2acMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82123http://www.bdtd.uerj.br/bitstream/1/18884/1/license.txte5502652da718045d7fcd832b79fca29MD511/188842024-02-27 16:01:03.43oai:www.bdtd.uerj.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.bdtd.uerj.br/PUBhttps://www.bdtd.uerj.br:8443/oai/requestbdtd.suporte@uerj.bropendoar:29032024-02-27T19:01:03Biblioteca Digital de Teses e Dissertações da UERJ - Universidade do Estado do Rio de Janeiro (UERJ)false |
dc.title.por.fl_str_mv |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
dc.title.alternative.eng.fl_str_mv |
The structure of classroom conversation with autistic student: reflecting on interactional strategies of inclusion |
title |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
spellingShingle |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão Vieira, Vania Marinho da Silva Autism Communication Social interaction Autismo Comunicação Interação social ACE LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
title_short |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
title_full |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
title_fullStr |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
title_full_unstemmed |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
title_sort |
A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão |
author |
Vieira, Vania Marinho da Silva |
author_facet |
Vieira, Vania Marinho da Silva nana_vmsv@hotmail.com |
author_role |
author |
author2 |
nana_vmsv@hotmail.com |
author2_role |
author |
dc.contributor.advisor1.fl_str_mv |
Abritta, Carolina Scali |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4875126755990961 |
dc.contributor.referee1.fl_str_mv |
Coelho, Victoria Wilson da Costa |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1656335719323103 |
dc.contributor.referee2.fl_str_mv |
Oliveira, Lívia Miranda de |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8478566729941954 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7575767155964073 |
dc.contributor.author.fl_str_mv |
Vieira, Vania Marinho da Silva nana_vmsv@hotmail.com |
contributor_str_mv |
Abritta, Carolina Scali Coelho, Victoria Wilson da Costa Oliveira, Lívia Miranda de |
dc.subject.eng.fl_str_mv |
Autism Communication Social interaction |
topic |
Autism Communication Social interaction Autismo Comunicação Interação social ACE LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
dc.subject.por.fl_str_mv |
Autismo Comunicação Interação social ACE |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA |
description |
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. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-06-28 |
dc.date.accessioned.fl_str_mv |
2023-01-13T20:00:19Z |
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dc.identifier.citation.fl_str_mv |
VIEIRA, Vania Marinho da Silva. A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão. 2021. 132 f. Dissertação (Mestrado Profissional em Letras) - Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, RJ. 2021 |
dc.identifier.uri.fl_str_mv |
http://www.bdtd.uerj.br/handle/1/18884 |
identifier_str_mv |
VIEIRA, Vania Marinho da Silva. A estrutura da conversa em sala de aula com aluno autista: refletindo sobre estratégias interacionais de inclusão. 2021. 132 f. Dissertação (Mestrado Profissional em Letras) - Faculdade de Formação de Professores, Universidade do Estado do Rio de Janeiro, São Gonçalo, RJ. 2021 |
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http://www.bdtd.uerj.br/handle/1/18884 |
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Universidade do Estado do Rio de Janeiro |
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Universidade do Estado do Rio de Janeiro |
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