The speech therapists correcting enthusiasm: A necessary pedagogical position?

Detalhes bibliográficos
Autor(a) principal: Ramos, Ana Paula Marcelino
Data de Publicação: 2021
Outros Autores: Maldonade, Irani Rodrigues
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/18562
Resumo: This paper aimed to reflect on the practices adopted by a speech therapist in the care of two children with learning difficulties. For that, the conceptions of language and subject were taken critically from the interactionist theorization, in order to establish a contrast between Traditional Speech Therapy and the Language Clinic. The speech therapy sessions were filmed, transcribed and analyzed according to the premises of the Language Clinic, therefore adopting a qualitative and descriptive methodology. The data selected for investigation referred to the moments when the therapist corrected errors in the children's speech, reading and writing. During the speech therapy sessions, the pedagogical position of the therapist stood out, so that the child was placed in the position of learner and the speech therapist in the position of who teaches and corrects, showing practices related to Traditional Speech Therapy. After listening to the transcriptions, the therapist could distance herself from the clinical scene, reinterpret the linguistic manifestations of children (not only as errors or hits) and, therefore, critically review her practice. Listening to the transcription of the sessions promoted a change in the therapist's position in relation to her own speech and that of the children. The option for the methodology proposed by the Language Clinic allowed us to conclude that the pedagogical position is not a necessary position for speech therapy practice.
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spelling The speech therapists correcting enthusiasm: A necessary pedagogical position?El afán de corrección de los logopedas: ¿Una posición pedagógica necesaria?O afã de corrigir dos fonoaudiólogos: Uma posição pedagógica necessária?Speech therapyLanguage clinicSpeech and writing. LogopediaClínica de lenguajeHabla y escritura.FonoaudiologiaClínica de linguagemFala e escrita.This paper aimed to reflect on the practices adopted by a speech therapist in the care of two children with learning difficulties. For that, the conceptions of language and subject were taken critically from the interactionist theorization, in order to establish a contrast between Traditional Speech Therapy and the Language Clinic. The speech therapy sessions were filmed, transcribed and analyzed according to the premises of the Language Clinic, therefore adopting a qualitative and descriptive methodology. The data selected for investigation referred to the moments when the therapist corrected errors in the children's speech, reading and writing. During the speech therapy sessions, the pedagogical position of the therapist stood out, so that the child was placed in the position of learner and the speech therapist in the position of who teaches and corrects, showing practices related to Traditional Speech Therapy. After listening to the transcriptions, the therapist could distance herself from the clinical scene, reinterpret the linguistic manifestations of children (not only as errors or hits) and, therefore, critically review her practice. Listening to the transcription of the sessions promoted a change in the therapist's position in relation to her own speech and that of the children. The option for the methodology proposed by the Language Clinic allowed us to conclude that the pedagogical position is not a necessary position for speech therapy practice.Este artículo buscó reflexionar sobre las prácticas adoptadas por un logopeda en el cuidado de dos niños con dificultades escolares. Por tanto, las concepciones de lengua(je) y sujeto fueron tomadas críticamente de la teorización interaccionista, con el fin de establecer un contraste entre la Fonoaudiología Tradicional y la Clínica del Lenguaje. Las sesiones de logopedia fueron filmadas, transcritas y analizadas de acuerdo con los supuestos de la Clínica del Lenguaje, adoptando por tanto una metodología cualitativa y descriptiva. Los datos seleccionados para la investigación se referían a los momentos en que el terapeuta corrigió errores en el habla, lectura y escritura de los niños. Durante las sesiones se destacó la posición pedagógica del terapeuta, por lo que se colocó al niño en la posición de aprendiz y al logopeda en la posición de quien enseña y corrige, mostrando prácticas vinculadas a la Fonoaudiología Tradicional. Al escuchar las transcripciones, el terapeuta puede distanciarse del escenario clínico, reinterpretar las manifestaciones lingüísticas de los niños (no solo como errores o aciertos) y, por lo tanto, puede revisar críticamente su práctica. Escuchar las transcripciones de las sesiones propició un cambio en la posición de la terapeuta en relación con su propio discurso y el de los niños. La adherencia a la metodología propuesta por la Clínica del Lenguaje permitió concluir que el puesto pedagógico no es un puesto necesario para la práctica logopédica.Este artigo buscou refletir sobre as práticas adotadas por uma fonoaudióloga no atendimento de duas crianças com dificuldades escolares. Para tanto, as concepções de língua(gem) e sujeito foram tomadas criticamente a partir da teorização interacionista, de forma a estabelecer um contraste entre a Fonoaudiologia Tradicional e a Clínica de Linguagem. As sessões fonoaudiológicas foram filmadas, transcritas e analisadas de acordo com os pressupostos da Clínica de Linguagem, adotando-se, portanto, uma metodologia qualitativa e descritiva. Os dados selecionados para investigação se referiam aos momentos em que a terapeuta corrigia erros na fala, leitura e escrita das crianças. Durante os atendimentos, a posição pedagógica da terapeuta se destacou, de modo que a criança era colocada na posição de aprendiz e a fonoaudióloga na posição de quem ensina e corrige, evidenciando práticas ligadas à Fonoaudiologia Tradicional. A partir da escuta das transcrições, a terapeuta pode se distanciar da cena clínica, reinterpretar as manifestações linguísticas das crianças (não apenas como erros ou acertos) e, com isso, rever criticamente a sua prática. Escutar a transcrição das sessões promoveu uma mudança de posição da terapeuta em relação a sua própria fala e a das crianças. A adesão à metodologia proposta pela Clínica de Linguagem permitiu concluir que a posição pedagógica não é uma posição necessária para a prática fonoaudiológica.Research, Society and Development2021-08-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/1856210.33448/rsd-v10i10.18562Research, Society and Development; Vol. 10 No. 10; e94101018562Research, Society and Development; Vol. 10 Núm. 10; e94101018562Research, Society and Development; v. 10 n. 10; e941010185622525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/18562/16623Copyright (c) 2021 Ana Paula Marcelino Ramos; Irani Rodrigues Maldonadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRamos, Ana Paula MarcelinoMaldonade, Irani Rodrigues 2021-10-02T21:49:16Zoai:ojs.pkp.sfu.ca:article/18562Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:38:40.602046Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The speech therapists correcting enthusiasm: A necessary pedagogical position?
El afán de corrección de los logopedas: ¿Una posición pedagógica necesaria?
O afã de corrigir dos fonoaudiólogos: Uma posição pedagógica necessária?
title The speech therapists correcting enthusiasm: A necessary pedagogical position?
spellingShingle The speech therapists correcting enthusiasm: A necessary pedagogical position?
Ramos, Ana Paula Marcelino
Speech therapy
Language clinic
Speech and writing.
Logopedia
Clínica de lenguaje
Habla y escritura.
Fonoaudiologia
Clínica de linguagem
Fala e escrita.
title_short The speech therapists correcting enthusiasm: A necessary pedagogical position?
title_full The speech therapists correcting enthusiasm: A necessary pedagogical position?
title_fullStr The speech therapists correcting enthusiasm: A necessary pedagogical position?
title_full_unstemmed The speech therapists correcting enthusiasm: A necessary pedagogical position?
title_sort The speech therapists correcting enthusiasm: A necessary pedagogical position?
author Ramos, Ana Paula Marcelino
author_facet Ramos, Ana Paula Marcelino
Maldonade, Irani Rodrigues
author_role author
author2 Maldonade, Irani Rodrigues
author2_role author
dc.contributor.author.fl_str_mv Ramos, Ana Paula Marcelino
Maldonade, Irani Rodrigues
dc.subject.por.fl_str_mv Speech therapy
Language clinic
Speech and writing.
Logopedia
Clínica de lenguaje
Habla y escritura.
Fonoaudiologia
Clínica de linguagem
Fala e escrita.
topic Speech therapy
Language clinic
Speech and writing.
Logopedia
Clínica de lenguaje
Habla y escritura.
Fonoaudiologia
Clínica de linguagem
Fala e escrita.
description This paper aimed to reflect on the practices adopted by a speech therapist in the care of two children with learning difficulties. For that, the conceptions of language and subject were taken critically from the interactionist theorization, in order to establish a contrast between Traditional Speech Therapy and the Language Clinic. The speech therapy sessions were filmed, transcribed and analyzed according to the premises of the Language Clinic, therefore adopting a qualitative and descriptive methodology. The data selected for investigation referred to the moments when the therapist corrected errors in the children's speech, reading and writing. During the speech therapy sessions, the pedagogical position of the therapist stood out, so that the child was placed in the position of learner and the speech therapist in the position of who teaches and corrects, showing practices related to Traditional Speech Therapy. After listening to the transcriptions, the therapist could distance herself from the clinical scene, reinterpret the linguistic manifestations of children (not only as errors or hits) and, therefore, critically review her practice. Listening to the transcription of the sessions promoted a change in the therapist's position in relation to her own speech and that of the children. The option for the methodology proposed by the Language Clinic allowed us to conclude that the pedagogical position is not a necessary position for speech therapy practice.
publishDate 2021
dc.date.none.fl_str_mv 2021-08-06
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://rsdjournal.org/index.php/rsd/article/view/18562
10.33448/rsd-v10i10.18562
url https://rsdjournal.org/index.php/rsd/article/view/18562
identifier_str_mv 10.33448/rsd-v10i10.18562
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/18562/16623
dc.rights.driver.fl_str_mv Copyright (c) 2021 Ana Paula Marcelino Ramos; Irani Rodrigues Maldonade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Ana Paula Marcelino Ramos; Irani Rodrigues Maldonade
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 Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 10; e94101018562
Research, Society and Development; Vol. 10 Núm. 10; e94101018562
Research, Society and Development; v. 10 n. 10; e94101018562
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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