O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto

Detalhes bibliográficos
Autor(a) principal: Nóbrega, Paulo Vinícius Ávila
Data de Publicação: 2017
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/12051
Resumo: A large variety of studies are found in the field of referenciation. According Textual Linguistics, reference is not a reflection of the reality of the things in the world, but a negociation of meanings between subjetcs in the real or virtual interaction (MARCUSCHI, 2002; 2005; MONDADA; DUBOIS, 2003). For a long time it was known that the only way of bulding meanings was through verbal language, oral or written. Although that point of view had been deeply taken into consideration by Linguistic, another opinion gets notoriously attention when the language is seen as a combination of distincts language ways in the same field. The multimodality suggests that the variation of the language are not complementing one another or happen alone. Vocal, gestual and visual production happen at the same time (MCNEILL, 1999; KENDON, 1982). Therefore, our objective is analyzing how the multimodal referenciation works in joint engagement scenes among three Down Syndrome (DS) children. Our data were collected at the Speech Therapy Clinic, at UFPB, and are composed of 17 meetings between children and speech therapists. Children were 2, 6 and 8 years old at the beginning of data collection. The appointment were filmed and each one lasts around 30 minutes. We defend the idea that the three children who were involved in the scenes (TOMASELLO, 2003; 2005; 2009) with the speech therapists and who were using distincts language ways make emerge Multimodal Referenciation Systems (MRS) as a resulto f negociation about the discourse objects (DO), along the meetings. These DO are negociated throught referenciation relations known as repetition, association, reiteration and connection. The direction of the most promising gaze in the meetings was the sharing of expectation, followed by the accompanying gaze. Deictic gestures were always highlighted, followed by iconic gestures. As for the semiotic character, these gestures were less abstract, less metaphorical, and had their own configuration. This kind of work may helps the engagement of educational and clinical professional when they begin to notice the language throught multimodal referenciation.
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spelling O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjuntoReferenciaçãoMultimodalidadeAquisição de linguagemSíndrome de DownReferentiationMultimodalityLangage acquisitionDown SyndromeCNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICAA large variety of studies are found in the field of referenciation. According Textual Linguistics, reference is not a reflection of the reality of the things in the world, but a negociation of meanings between subjetcs in the real or virtual interaction (MARCUSCHI, 2002; 2005; MONDADA; DUBOIS, 2003). For a long time it was known that the only way of bulding meanings was through verbal language, oral or written. Although that point of view had been deeply taken into consideration by Linguistic, another opinion gets notoriously attention when the language is seen as a combination of distincts language ways in the same field. The multimodality suggests that the variation of the language are not complementing one another or happen alone. Vocal, gestual and visual production happen at the same time (MCNEILL, 1999; KENDON, 1982). Therefore, our objective is analyzing how the multimodal referenciation works in joint engagement scenes among three Down Syndrome (DS) children. Our data were collected at the Speech Therapy Clinic, at UFPB, and are composed of 17 meetings between children and speech therapists. Children were 2, 6 and 8 years old at the beginning of data collection. The appointment were filmed and each one lasts around 30 minutes. We defend the idea that the three children who were involved in the scenes (TOMASELLO, 2003; 2005; 2009) with the speech therapists and who were using distincts language ways make emerge Multimodal Referenciation Systems (MRS) as a resulto f negociation about the discourse objects (DO), along the meetings. These DO are negociated throught referenciation relations known as repetition, association, reiteration and connection. The direction of the most promising gaze in the meetings was the sharing of expectation, followed by the accompanying gaze. Deictic gestures were always highlighted, followed by iconic gestures. As for the semiotic character, these gestures were less abstract, less metaphorical, and had their own configuration. This kind of work may helps the engagement of educational and clinical professional when they begin to notice the language throught multimodal referenciation.Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqOs estudos no âmbito da referenciação são variados. Para a Linguística de Texto, encontramos um posicionamento sobre a referência não ser um espelhamento da realidade das coisas no mundo, mas uma negociação de sentidos entre sujeitos na interação real, ou virtual (MARCUSCHI, 2002; 2005; MONDADA; DUBOIS, 2003). Por muito tempo também se acreditou no fato de a construção de sentidos acontecer apenas por meio da linguagem verbal, seja oral, seja escrita. Essa visão tem sido tomada com grande relevância pela Linguística, bem como outro viés que ganha notoriedade, quando se entende a língua como a congruência de modos distintos de linguagem realizados em um mesmo alinhamento. A multimodalidade preconiza as nuances de linguagem não como acessórias umas da outras, ou ocorrendo de modo isolado. A produção vocal, a gestual e a visual emergem de forma concomitante (McNEILL, 1999; KENDON, 1982). Sendo assim, o nosso objetivo é analisar o funcionamento da referenciação multimodal de três crianças com Síndrome de Down (SD) em cenas de engajamento conjunto. Os nossos dados foram coletados na Clínica de Fonoaudiologia da UFPB e são compostos por 17 sessões de encontros entre as crianças e as terapeutas. A faixa etária dos infantes percorre o período de 02, 06 e 08 anos de idade no início das coletas. Nossos dados foram filmados e têm uma duração média de 30 minutos por atendimento. Postulamos que esses sujeitos se engajavam nas cenas (TOMASELLO, 2003; 2005; 2009) com as terapeutas e o uso de diferentes modos de linguagem fazia emergir Sistemas de Referenciação Multimodal (SRM) resultantes da negociação de objetos de discurso (OD), ao longo dos encontros. Esses OD são negociados por relações de referenciação conhecidas como repetição, associação, reiteração e conexão. O direcionamento do olhar mais promissor nos encontros foi o de partilha de expectativa, seguido do olhar de acompanhamento. Os gestos dêiticos foram sempre destacados, seguidos de gestos icônicos. Quanto ao caráter semiótico, esses gestos foram menos abstratos, menos metafóricos e possuíam configuração própria. Trabalhos desse tipo podem facilitar o engajamento de profissionais da educação e da clínica, quando passam a olhar a linguagem pelo viés da referenciação multimodal.Universidade Federal da ParaíbaBrasilLinguística e ensinoMestrado Profissional em LinguísticaUFPBCavalcante, Marianne Carvalho Bezerrahttp://lattes.cnpq.br/8916191109480157Nóbrega, Paulo Vinícius Ávila2018-10-17T10:37:07Z2018-10-172018-10-17T10:37:07Z2017-11-30info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesishttps://repositorio.ufpb.br/jspui/handle/123456789/12051porAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFPBinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPB2018-10-17T10:37:07Zoai:repositorio.ufpb.br:123456789/12051Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufpb.br/PUBhttp://tede.biblioteca.ufpb.br:8080/oai/requestdiretoria@ufpb.br|| diretoria@ufpb.bropendoar:2018-10-17T10:37:07Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
title O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
spellingShingle O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
Nóbrega, Paulo Vinícius Ávila
Referenciação
Multimodalidade
Aquisição de linguagem
Síndrome de Down
Referentiation
Multimodality
Langage acquisition
Down Syndrome
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
title_short O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
title_full O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
title_fullStr O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
title_full_unstemmed O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
title_sort O sistema de referenciação multimodal de crianças com síndrome de down em engajamento conjunto
author Nóbrega, Paulo Vinícius Ávila
author_facet Nóbrega, Paulo Vinícius Ávila
author_role author
dc.contributor.none.fl_str_mv Cavalcante, Marianne Carvalho Bezerra
http://lattes.cnpq.br/8916191109480157
dc.contributor.author.fl_str_mv Nóbrega, Paulo Vinícius Ávila
dc.subject.por.fl_str_mv Referenciação
Multimodalidade
Aquisição de linguagem
Síndrome de Down
Referentiation
Multimodality
Langage acquisition
Down Syndrome
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
topic Referenciação
Multimodalidade
Aquisição de linguagem
Síndrome de Down
Referentiation
Multimodality
Langage acquisition
Down Syndrome
CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
description A large variety of studies are found in the field of referenciation. According Textual Linguistics, reference is not a reflection of the reality of the things in the world, but a negociation of meanings between subjetcs in the real or virtual interaction (MARCUSCHI, 2002; 2005; MONDADA; DUBOIS, 2003). For a long time it was known that the only way of bulding meanings was through verbal language, oral or written. Although that point of view had been deeply taken into consideration by Linguistic, another opinion gets notoriously attention when the language is seen as a combination of distincts language ways in the same field. The multimodality suggests that the variation of the language are not complementing one another or happen alone. Vocal, gestual and visual production happen at the same time (MCNEILL, 1999; KENDON, 1982). Therefore, our objective is analyzing how the multimodal referenciation works in joint engagement scenes among three Down Syndrome (DS) children. Our data were collected at the Speech Therapy Clinic, at UFPB, and are composed of 17 meetings between children and speech therapists. Children were 2, 6 and 8 years old at the beginning of data collection. The appointment were filmed and each one lasts around 30 minutes. We defend the idea that the three children who were involved in the scenes (TOMASELLO, 2003; 2005; 2009) with the speech therapists and who were using distincts language ways make emerge Multimodal Referenciation Systems (MRS) as a resulto f negociation about the discourse objects (DO), along the meetings. These DO are negociated throught referenciation relations known as repetition, association, reiteration and connection. The direction of the most promising gaze in the meetings was the sharing of expectation, followed by the accompanying gaze. Deictic gestures were always highlighted, followed by iconic gestures. As for the semiotic character, these gestures were less abstract, less metaphorical, and had their own configuration. This kind of work may helps the engagement of educational and clinical professional when they begin to notice the language throught multimodal referenciation.
publishDate 2017
dc.date.none.fl_str_mv 2017-11-30
2018-10-17T10:37:07Z
2018-10-17
2018-10-17T10:37:07Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
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dc.identifier.uri.fl_str_mv https://repositorio.ufpb.br/jspui/handle/123456789/12051
url https://repositorio.ufpb.br/jspui/handle/123456789/12051
dc.language.iso.fl_str_mv por
language por
dc.rights.driver.fl_str_mv Attribution-NonCommercial-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nc-nd/3.0/br/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Attribution-NonCommercial-NoDerivs 3.0 Brazil
http://creativecommons.org/licenses/by-nc-nd/3.0/br/
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
publisher.none.fl_str_mv Universidade Federal da Paraíba
Brasil
Linguística e ensino
Mestrado Profissional em Linguística
UFPB
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da UFPB
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
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institution UFPB
reponame_str Biblioteca Digital de Teses e Dissertações da UFPB
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repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da UFPB - Universidade Federal da Paraíba (UFPB)
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