The child with autism in the playroom: interaction paths and language

Detalhes bibliográficos
Autor(a) principal: Oliveira, Ivone Martins
Data de Publicação: 2018
Outros Autores: Victor, Sonia Lopes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Especial (UFSM)
Texto Completo: http://periodicos.ufsm.br/educacaoespecial/article/view/29281
Resumo: This paper aims at presenting the results of the study case analyses about interaction modes established between a child with autism and adults in a playroom. It supported by the studies of Lev Semenovitch Vygotsky and Mikhail Bakhtin, who discuss the role of the language in the conscience constitution and emphasize the significance processes that underlie the interactive processes. The field research was carried out inside a university playroom that assisted disabled and non-disabled children once a week, for four months. To do so, it counted with the participation of Physical Education Course graduates, university students and a Psychologist. Data was registered through shootings, audio recordings and field diary records. Taking the study goal into consideration, it was focused on the interactive processes established between a two-year and eight months old autistic boy who does not present an articulated language, and two Researchers. The analyses indicated that the child interacts with adults, using non-verbal resources, subtle at times, and occurring at a short period of time, which are meant by them, allowing keeping the interaction and enriching the interlocution possibilities. The work concludes that, even without an articulated speech, that child is constituted as a subject who is able to be positioned in an active and responsive way in the interactive processes established with the Researchers. In this process, the adult role is fundamental in order to create favorable conditions to the child participation in the dialogic game.
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spelling The child with autism in the playroom: interaction paths and languageA criança com autismo na brinquedoteca: percursos de interação e linguagemAutismInteractionLanguage.AutismoInteraçãoLinguagem.This paper aims at presenting the results of the study case analyses about interaction modes established between a child with autism and adults in a playroom. It supported by the studies of Lev Semenovitch Vygotsky and Mikhail Bakhtin, who discuss the role of the language in the conscience constitution and emphasize the significance processes that underlie the interactive processes. The field research was carried out inside a university playroom that assisted disabled and non-disabled children once a week, for four months. To do so, it counted with the participation of Physical Education Course graduates, university students and a Psychologist. Data was registered through shootings, audio recordings and field diary records. Taking the study goal into consideration, it was focused on the interactive processes established between a two-year and eight months old autistic boy who does not present an articulated language, and two Researchers. The analyses indicated that the child interacts with adults, using non-verbal resources, subtle at times, and occurring at a short period of time, which are meant by them, allowing keeping the interaction and enriching the interlocution possibilities. The work concludes that, even without an articulated speech, that child is constituted as a subject who is able to be positioned in an active and responsive way in the interactive processes established with the Researchers. In this process, the adult role is fundamental in order to create favorable conditions to the child participation in the dialogic game.Este artigo tem como objetivo apresentar os resultados de análises de um estudo de caso sobre modos de interação estabelecidos entre uma criança com autismo e os adultos em uma brinquedoteca. Apoia-se nos estudos de Lev Semenovitch Vigotski e Mikhail Bakhtin, que abordam o papel da linguagem na constituição da consciência e enfocam os processos de significação que subjazem aos processos interativos. Os dados foram registrados por meio de filmagem, gravação em áudio e anotações em diário de campo em uma brinquedoteca universitária, que atendia crianças com e sem deficiência, contando para isso com a participação de graduandos do curso de Educação Física, docentes da universidade e uma psicóloga. As análises foram desenvolvidas de forma a compreender os processos interativos estabelecidos entre um menino com autismo de dois anos e oito meses, que não apresenta uma linguagem articulada, e dois adultos. As análises indicaram que a criança interage com adultos, utilizando recursos não verbais, os quais são significados por eles, o que permite manter a interação e enriquecer as possibilidades de interlocução. O estudo conclui que, mesmo não tendo uma fala articulada, essa criança se constitui como um sujeito em condições de se posicionar de forma ativa e responsiva nos processos interativos estabelecidos com os adultos. Nesse processo, o papel do adulto é fundamental de forma a criar condições favoráveis à participação da criança no jogo dialógico.Universidade Federal de Santa Maria2018-08-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.ufsm.br/educacaoespecial/article/view/2928110.5902/1984686X29281Special Education Magazine; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 651-664Revista de Educación Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 651-664Revista Educação Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 651-6641984-686Xreponame:Revista Educação Especial (UFSM)instname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMporhttp://periodicos.ufsm.br/educacaoespecial/article/view/29281/pdfCopyright (c) 2018 Revista Educação Especialinfo:eu-repo/semantics/openAccessOliveira, Ivone MartinsVictor, Sonia Lopes2018-09-25T15:44:24Zoai:ojs.pkp.sfu.ca:article/29281Revistahttps://periodicos.ufsm.br/educacaoespecialPUBhttp://cascavel.ufsm.br/revistas/ojs-2.2.2/index.php/educacaoespecial/oaieducacaoespecial@smail.ufsm.br||clenioberni@gmail.com1984-686X1808-270Xopendoar:2018-09-25T15:44:24Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)false
dc.title.none.fl_str_mv The child with autism in the playroom: interaction paths and language
A criança com autismo na brinquedoteca: percursos de interação e linguagem
title The child with autism in the playroom: interaction paths and language
spellingShingle The child with autism in the playroom: interaction paths and language
Oliveira, Ivone Martins
Autism
Interaction
Language.
Autismo
Interação
Linguagem.
title_short The child with autism in the playroom: interaction paths and language
title_full The child with autism in the playroom: interaction paths and language
title_fullStr The child with autism in the playroom: interaction paths and language
title_full_unstemmed The child with autism in the playroom: interaction paths and language
title_sort The child with autism in the playroom: interaction paths and language
author Oliveira, Ivone Martins
author_facet Oliveira, Ivone Martins
Victor, Sonia Lopes
author_role author
author2 Victor, Sonia Lopes
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Ivone Martins
Victor, Sonia Lopes
dc.subject.por.fl_str_mv Autism
Interaction
Language.
Autismo
Interação
Linguagem.
topic Autism
Interaction
Language.
Autismo
Interação
Linguagem.
description This paper aims at presenting the results of the study case analyses about interaction modes established between a child with autism and adults in a playroom. It supported by the studies of Lev Semenovitch Vygotsky and Mikhail Bakhtin, who discuss the role of the language in the conscience constitution and emphasize the significance processes that underlie the interactive processes. The field research was carried out inside a university playroom that assisted disabled and non-disabled children once a week, for four months. To do so, it counted with the participation of Physical Education Course graduates, university students and a Psychologist. Data was registered through shootings, audio recordings and field diary records. Taking the study goal into consideration, it was focused on the interactive processes established between a two-year and eight months old autistic boy who does not present an articulated language, and two Researchers. The analyses indicated that the child interacts with adults, using non-verbal resources, subtle at times, and occurring at a short period of time, which are meant by them, allowing keeping the interaction and enriching the interlocution possibilities. The work concludes that, even without an articulated speech, that child is constituted as a subject who is able to be positioned in an active and responsive way in the interactive processes established with the Researchers. In this process, the adult role is fundamental in order to create favorable conditions to the child participation in the dialogic game.
publishDate 2018
dc.date.none.fl_str_mv 2018-08-14
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.ufsm.br/educacaoespecial/article/view/29281
10.5902/1984686X29281
url http://periodicos.ufsm.br/educacaoespecial/article/view/29281
identifier_str_mv 10.5902/1984686X29281
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.ufsm.br/educacaoespecial/article/view/29281/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Educação Especial
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Educação Especial
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Santa Maria
publisher.none.fl_str_mv Universidade Federal de Santa Maria
dc.source.none.fl_str_mv Special Education Magazine; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 651-664
Revista de Educación Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 651-664
Revista Educação Especial; Revista Educação Especial, v. 31, n. 62, jul./set. 2018; 651-664
1984-686X
reponame:Revista Educação Especial (UFSM)
instname:Universidade Federal de Santa Maria (UFSM)
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instname_str Universidade Federal de Santa Maria (UFSM)
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reponame_str Revista Educação Especial (UFSM)
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repository.name.fl_str_mv Revista Educação Especial (UFSM) - Universidade Federal de Santa Maria (UFSM)
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