Um estudo cognitivo-funcional da produção escrita de alunos do projeto alfadown

• Autor(a) principal: Neves, Zenalda Viana
• Data de Publicação: 2016
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/5889
• topic: Síndrome de Down; Cognição; Funcionalismo; Escrita; Down syndrome; Cognition; Functionalism; Writing; LINGUISTICA, LETRAS E ARTES::LINGUISTICA

This study aims to analyze the acquisition process of the writing of a group with Down syndrome, to check how is the breakdown of barriers of interactive short-term memory, from textual evidence. Furthermore, this research aims to contribute to the teaching-learning process of the members of AlfaDown project. The AlfaDown project is developed at the Catholic University of Goiás (PUC/Goiás) and aims to help in the process of literacy of people with Down Syndrome, especially with the use of media resources. In addition, the project provides AlfaDown graduate and PUC graduate students an experience of inclusive classroom, in order to enrich their learning process. The theoretical basis of this dissertation is the cognitive-functional perspective, whose conception of language is based on social, biological, cultural and historical, that are acquired and developed through interaction, and are configured in the analysis of the language in use in their real context, dynamic and functional. This conception is based on Halliday (1970), Langacker (1986), Dik (1989), Furtado da Cunha et al. (2003), Neves (2008), Martelotta (2008, 2012). Among the cognitive-functional principles are: consideration of language as social interaction tool; consideration of metafunctions that the language (gem) performs the verbal interaction, consideration of language in use and the idea that language is guided by general cognitive processes. To analyze the writing texts of students AlfaDown project, it is necessary to understand how is the social, biological and general human cognitive and individuals with Down syndrome and how is the process of language acquisition. In this sense, we have considered in some authors as Cardoso (1998), Bear et al. (2002), Kandel (2003), among others, to address the social, biological and human cognitive. And to understand how this development occurs in individuals with Down syndrome, we turn to Lefevre (1981), Buckley and Bird (1994), Izquierdo (2002), Schwartzman (2003), Bissoto (2005), Dea (2009), Cosenza and Guerra (2011), among others. To discuss the acquisition of language, we turn to Vygotsky (1984, 1995, 1997, 1998) and Tomasello (2003). We analyzed the initial textual productions developed within the AfaDown and textual productions developed to meet this research. The criteria adopted to analyze these texts were defined considering the linguistic knowledge levels from the lexical, grammatical and textual design and considering the acquisition of levels defined in AlfaDown design, level I, II and III. We also analyzed questionnaires with parents or guardians of students, whose questions were directed to know the social, family and school of the research subjects in order to cross over this information with the results of the linguistic analysis. The results suggest that the more stimuli ISD to have certain task, the greater the ability to develop it, in addition, the results provide a complementar cooperation between social an linguistic aspects in the writing acquisition process.