Interpretação de textos, com figuras de linguagem em sua composição, por alunos do ensino fundamental com transtornos do espectro do autismo

• Autor(a) principal: Gonçalez, Andresa Liberato
• Data de Publicação: 2014
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/22549
• topic: transtornos do espectro do autismo; educação; língua portuguesa; figuras de linguagem; Autism Spectrum Disorder; Education; Portuguese Language; figures of speech; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Scientific studies show the difficulty of understanding a metaphor for people with Autism Spectrum Disorders, which leads us to question the understanding of other figures of speech by this group of subjects. The topic in question refers to the understanding of figures of speech for students with Autism Spectrum Disorders (ASD) who attend elementary school to verify whether the study participants understand the meaning of certain figures of speech - Hyperbole and Onomatopoeia - contextualized in narrative texts, poems and comics. Set the understanding of these two figures of speech can significantly contribute to the school development of people with ASD, especially in the area of codes and languages so, especially in the discipline of Portuguese, as described in the guiding document "Currículo Oficial do Estado de São Paulo" (2008). A Protocol for Educational Activity was developed and implemented for 09 students with ASD, the elementary school, aged 10-14 years and 18 students of the same age and without ASD, matched by grade with the experimental group. For students with ASD, the application occurred at two different times, first they responded to the protocol without any assistance. Subsequently, the protocol was read by the researcher and answered orally by the students. The results were similar in both applications. Students with ASD showed less than the control group performance on some issues, however, the general framework, the results were similar between the two groups, which leads us to infer that the students analyzed include such figures of speech in the context that had them presented. This condition may be due to exposure of these students to communication situations permeated by these figures, such as conversations with classmates and teachers, texts everyday school, textbooks and books also through the media and in recreational settings such as video games, which may indicate that this group studied had been adequately stimulated regarding this type of educational content.