Inclusion and language in the early years of elementary school

Detalhes bibliográficos
Autor(a) principal: Drago, Rogério
Data de Publicação: 2012
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/3939
Resumo: The article aims to discuss, based on a study of children with mental disabilities caused by Down syndrome, some possibilities for working with oral and written language, using other tools - music, painting, theater and photography - for teachers’ work with these children in elementary school. We explore some tools that would help guarantee another way of working with reading, writing, perception, emotion, among other linguistic characteristics of children as they leave kindergarten, which can be lost when they are submitted the inflexible practices often imposed in elementary school.
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spelling Inclusion and language in the early years of elementary schoolInclusión y el lenguaje en los primeros años de escuela primariaInclusão e linguagem nos anos iniciais do ensino fundamentalInclusãoEnsino fundamentalDeficiência mentalLinguagensInclusiónLa escuela primariaDeficiencia MentalLenguajeInclusionElementary SchoolMental DissabilitiesLanguagesThe article aims to discuss, based on a study of children with mental disabilities caused by Down syndrome, some possibilities for working with oral and written language, using other tools - music, painting, theater and photography - for teachers’ work with these children in elementary school. We explore some tools that would help guarantee another way of working with reading, writing, perception, emotion, among other linguistic characteristics of children as they leave kindergarten, which can be lost when they are submitted the inflexible practices often imposed in elementary school.El estudio pretende analizar, desde una investigación de niños con retraso mental causado por el síndrome de Down, algunas de las posibilidades de trabajar con el lenguaje oral y escrito a través de otras herramientas - música, pintura, teatro y fotografía - para trabajo de los profesores de la escuela primaria donde estos niños ingresan. Se analizan algunas herramientas que ayudan a garantizar otra forma de trabajar la lectura, la escritura, la percepción, la emoción, entre otras características lingüísticas de hijos fuera del jardín de infantes y que pueden perderse ante la inmovilización de las prácticas que la escuela primaria puede imponer.O artigo objetiva discutir, com base em pesquisa realizada com crianças com deficiência mental causada pela Síndrome de Down, algumas possibilidades de trabalho com a linguagem oral e escrita pela via de outras ferramentas – música, pintura, teatro e fotografia – para o trabalho docente na escola junto a essas crianças que ingressam no ensino fundamental. São exploradas ferramentas que contribuiriam para a garantia de outro modo de se trabalhar leitura, escrita, percepção, emoção, entre outras características linguísticas próprias das crianças que saem da educação infantil e que podem perder-se diante do engessamento de práticas que o ensino fundamental pode impor.Faculdade de Educação - Universidade de Brasília2012-09-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/393910.26512/lc.v18i36.3939Linhas Críticas; Vol. 18 No. 36 (2012); 361-378Linhas Críticas; Vol. 18 Núm. 36 (2012); 361-378Linhas Crí­ticas; v. 18 n. 36 (2012); 361-3781981-04311516-489610.26512/lc.v18i36reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/3939/3609Copyright (c) 2016 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDrago, Rogério2022-09-09T17:34:57Zoai:ojs.pkp.sfu.ca:article/3939Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br1981-04311516-4896opendoar:2022-09-09T17:34:57Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Inclusion and language in the early years of elementary school
Inclusión y el lenguaje en los primeros años de escuela primaria
Inclusão e linguagem nos anos iniciais do ensino fundamental
title Inclusion and language in the early years of elementary school
spellingShingle Inclusion and language in the early years of elementary school
Drago, Rogério
Inclusão
Ensino fundamental
Deficiência mental
Linguagens
Inclusión
La escuela primaria
Deficiencia Mental
Lenguaje
Inclusion
Elementary School
Mental Dissabilities
Languages
title_short Inclusion and language in the early years of elementary school
title_full Inclusion and language in the early years of elementary school
title_fullStr Inclusion and language in the early years of elementary school
title_full_unstemmed Inclusion and language in the early years of elementary school
title_sort Inclusion and language in the early years of elementary school
author Drago, Rogério
author_facet Drago, Rogério
author_role author
dc.contributor.author.fl_str_mv Drago, Rogério
dc.subject.por.fl_str_mv Inclusão
Ensino fundamental
Deficiência mental
Linguagens
Inclusión
La escuela primaria
Deficiencia Mental
Lenguaje
Inclusion
Elementary School
Mental Dissabilities
Languages
topic Inclusão
Ensino fundamental
Deficiência mental
Linguagens
Inclusión
La escuela primaria
Deficiencia Mental
Lenguaje
Inclusion
Elementary School
Mental Dissabilities
Languages
description The article aims to discuss, based on a study of children with mental disabilities caused by Down syndrome, some possibilities for working with oral and written language, using other tools - music, painting, theater and photography - for teachers’ work with these children in elementary school. We explore some tools that would help guarantee another way of working with reading, writing, perception, emotion, among other linguistic characteristics of children as they leave kindergarten, which can be lost when they are submitted the inflexible practices often imposed in elementary school.
publishDate 2012
dc.date.none.fl_str_mv 2012-09-10
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 https://periodicos.unb.br/index.php/linhascriticas/article/view/3939
10.26512/lc.v18i36.3939
url https://periodicos.unb.br/index.php/linhascriticas/article/view/3939
identifier_str_mv 10.26512/lc.v18i36.3939
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/3939/3609
dc.rights.driver.fl_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 18 No. 36 (2012); 361-378
Linhas Críticas; Vol. 18 Núm. 36 (2012); 361-378
Linhas Crí­ticas; v. 18 n. 36 (2012); 361-378
1981-0431
1516-4896
10.26512/lc.v18i36
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br
_version_ 1805309285861687296

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