Adaptações metodológicas para a análise do discurso das crianças com deficiência intelectual A narrar sem linguagem
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Feb 23, 2017
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Dominique Manghi Haquin
https://orcid.org/0000-0002-0278-9899
Fabiola Otálora Cornejo
https://orcid.org/0000-0003-1273-1858
Marianela Arancibia M.
https://orcid.org/0000-0002-0278-9899
Fabiola Otálora Cornejo
https://orcid.org/0000-0003-1273-1858
Marianela Arancibia M.
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Resumo
Dada a necessidade de compreender as formas de comunicação de pessoas com deficiência intelectual para encorajar a sua participação social, este estudo trata a narração como instância discursiva autogerida mais para além da linguagem. O objetivo foi sistematizar uma metodologia que permitisse explorar o discurso narrativo com perspectiva multimodal. A descrição corresponde às narrações de quinze estudantes do Chile com deficiência intelectual e pouco desenvolvimento da linguagem oral, mas com intenção narrativa.
A partir da adaptação de uma tarefa de recontagem foram analisadas discursivamente as suas produções multimodais e observaram-se narrações focadas nas ações dos personagens bem como construíram-se a partir de uma combinação de recursos comunicativos.
Keywords
intellectual disability, narration, multi-modality, inclusive approach, multi-modal discourse analysisdeficiência intelectual, narração, multimodalidade, abordagem inclusiva, análise de discurso multimodaldiscapacidad intelectual, narración, multimodalidad, enfoque inclusivo, análisis multimodal del discurso
References
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Abbeduto, L., Evans, J. y Dolan, T. (2001). Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 7, 45-55.
Alvarado, C., Crespo, N. y Manghi, D. (en prensa). El impacto de las imágenes en una tarea de recontado: diseño de un cuento ilustrado para niños basado en la gramática visual. Revista Logos, 26(1), 23-39.
Bamberg, M. (1997). A constructivist approach to narrative development. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 89-132). Londres: Lawrence Erlbaum.
Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 1-22.
Bocaz, A. (1996). El paisaje de la conciencia en la producción de narraciones infantiles. Lenguas Modernas, 23, 49-70.
Borzone, A. (2005). Conversar y comprender: el desarrollo de estrategias de comprensión a través del discurso compartido. Revista Mexicana de Psicología, 22, 121-135.
Boudreau, D. y Chapman, R. (2000). The relationship between event representation and linguistic skill in narratives of children and adolescents with Down syndrome. Journal of Speech, Language and Hearing Research, 43, 1146-1159.
Brodin, J. y Rivera, T. (2001). La comunicación en deficiencia mental, claves para su intervención. Estocolmo: Escuela Superior de Maestros de Estocolmo.
Chandler, D. (1997). An introduction to genre theory. Recuperado de http://visual-memory.co.uk/daniel/Documents/intgenre/chandler_genre_theory.pdf
Chapman, R. S., Schwartz, S. E. y Kay-Raining Bird, E. (1991). Language skills of children and adolescents with Down syndrome: I. Comprehension. Journal of Speech and Hearing Research, 34, 1106-1120.
Chapman, R. S., Seung, H.-K., Schwartz, S. E. y Kay-Raining Bird, E. (1998). Language skills of children and adolescents with Down syndrome: II. Production deficits. Journal of Speech, Language, and Hearing Research, 41, 861-873.
Chapman, R., Hesketh. L. y Kistler, D. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome: Hierarchical linear modeling. Journal of Speech, Language, and Hearing Research, 45, 902-915.
Chomsky, N. (1999). Aspectos de la teoría de la sintaxis. Barcelona: Gedisa.
Cordeau, C. (2008). Reflexiones en torno a la inclusión sociocomunitaria de personas con discapacidad intelectual escuchando la voz de sus protagonistas (Tesis de maestría, Universidad de Chile, Santiago de Chile).
Crespo, N., Alvarado, C. y Meneses, A. (2013). Desarrollo sintáctico: una medición a partir de la diversidad clausular. Revista de Lingüística, Filosofía y Literatura, 23(1), 80-101.
De Beaugrande, R. y Dressler, W. (1981). Introduction to text linguistics. Londres: Longman.
Dodwell, K. y Bavin, E. L. (2008). Children with specific language impairment: an investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201-218. http://doi.org/10.1080/13682820701366147
Fakültesi, G. (2008). Nonverbal cues in the oral presentations of the freshman trainee teachers of english at Gazi University. Dergisi, 28, 127-152.
Fernández, R. y García, M. (2014). Lenguaje expresivo y memoria verbal a corto plazo en las personas con síndrome de Down: memoria de ítem y memoria de orden. Revista Síndrome de Down, 31, 118-130.
Fivush, R. y Haden, C. (1997). Narrating and representing experience: Preschoolers’ developing autobiographical recounts. En P. Van den Broek, P. A. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 169-198). Hillsdale, NJ: Lawrence Erlbaum.
Godoy, G., Manghi, D., Soto, G. y Aranda, I. (2015). Recursos comunicativos de un joven con autismo: enfoque multimodal para mejorar la calidad de vida. Revista Actualidades Educativas, 15(1), 1-23.
Hudson, J. y Shapiro, L. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. En A. McCabe y C. Peterson (eds.), Developing narrative structure (pp. 89-135). Nueva Jersey: Lawrence Erlbaum Associates. Karmiloff-
Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), 61-85.
Kay-Raining Bird, E., Chapman, R. S., y Schwartz, S. E. (2004). Fast mapping of words and story recall by individuals with Down syndrome. Journal of Speech, Language, and Hearing Research, 47, 1286-1300.
Kendon, A. (2004). Gesture: Visible Action As Utterance. Cambridge: Cambridge University Press.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Londres: Routledge.
Kress, G. y Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Londres: Arnold.
Labov, W. y Waletzky, J. (1967). Narrative analysis: Oral versions on personal experience. En J. Helm (ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
Laws, G. (2002). Working memory in children and adolescents with Down syndrome: Evidence from a colour memory experiment. Journal of Child Psychology and Psychiatry, 43(3), 353-364. http://doi.org/10.1111/1469-7610.00026
Lazcano-Ponce, E., Katz, G., Allen-Leigh, B., Magaña L., Rangel-Eudave, G. y Minoletti, A. (2013). Trastornos del desarrollo intelectual en América Latina: un marco para establecer prioridades políticas de investigación y atención. Revista Panamericana de Salud Pública, 34(3), 204-209.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. En J. R. Martin y R. Veel (eds.), Reading science (pp. 87-113). Londres: Routledge.
Maggiolo, M., Pavez, M. y Coloma, C. (2003). Terapia para el desarrollo narrativo en niños con trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, 23, 98-108.
McNeill, D. (2000). Language and gesture: Window into thought and action. Cambridge: Cambridge University Press.
Miles, S. y Chapman, R. (2002). Narrative content as described by individuals with Down syndrome and typically developing children. Journal of Speech, Language and Hearing Research, 45, 175-189.
Miles, S., Chapman, R. y Sindberg, H. (2006). Sampling context affects MLU in the language of adolescents with Down syndrome. Journal of Speech, Language, and Hearing Research, 49, 325-337.
Norbury, C. y Bishop, D. (2003). Narrative skills in children with communication impairments. International Journal of Language and Communication Impairments, 38, 287-313.
Owens, R. (1995). Language disorders: A functional approach to assessment and intervention. Needham Heights, MA: Allyn & Bacon.
Puyuelo, M. y Rondal, J. (2003). Manual de desarrollo y alteraciones del lenguaje: aspectos evolutivos y patología en el niño y el adulto. Barcelona: Masson.
Reilly, J., Losh, M., Bellugi, U. y Wulfeck, B. (2004). Frog, where are you?: Narratives in children with specific language impairment, early focal brain injury and Williams syndrome. Brain and Language, 88, 229-247.
Rojas, S. (2008). La “voz” de las personas con discapacidad intelectual en investigación educativa: repensando las prácticas de investigación. Revista de Educación, 345, 377-398.
Romero, S. y Gómez, G. (2013). El desarrollo del lenguaje evaluativo en narraciones de niños mexicanos de 3 a 12 años. Actualidades en Psicología, 27(115), 15-30.
Shiro, M. (2003). Genre and evaluation in narrative development. Journal of Child Language, 30, 165-195.
Shiro, M. (2007). El discurso narrativo oral en la vida cotidiana: géneros y procesos. En A. Bolívar (ed.), Análisis del discurso (pp. 121-143). Caracas: Manuales Universitarios.
Stein, N. y Albro, E. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: Lawrence Erlbaum.
Stein, N. y Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. En R. O. Freedle (ed.), New directions in discourse processing (vol. 2, pp. 53-120). Norwood, NJ: Ablex.
Thordardottir, E., Chapman, R. y Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 24, 163-183.
Tomasello, M. (2005). Beyond formalities: The case of language acquisition. The Linguistic Review, 22, 183-197. Trabasso, T. y Stein, N. (1997). Narrating, representing, and remembering event sequences. En P. W. van den Broek, P. J. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation (pp. 237-270). Mahwah, NJ: Erlbaum.
Verdugo, M., Schalock, R., Gómez, L. y Arias, B. (2007). Construcción de escalas de calidad de vida multidimensionales centradas en el contexto: la escala Gencat. Siglo Cero, 38, 57-72.
Abbeduto, L., Evans, J. y Dolan, T. (2001). Theoretical perspectives on language and communication problems in mental retardation and developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 7, 45-55.
Alvarado, C., Crespo, N. y Manghi, D. (en prensa). El impacto de las imágenes en una tarea de recontado: diseño de un cuento ilustrado para niños basado en la gramática visual. Revista Logos, 26(1), 23-39.
Bamberg, M. (1997). A constructivist approach to narrative development. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 89-132). Londres: Lawrence Erlbaum.
Bamberg, M. (2010). Who am I? Narration and its contribution to self and identity. Theory & Psychology, 21(1), 1-22.
Bocaz, A. (1996). El paisaje de la conciencia en la producción de narraciones infantiles. Lenguas Modernas, 23, 49-70.
Borzone, A. (2005). Conversar y comprender: el desarrollo de estrategias de comprensión a través del discurso compartido. Revista Mexicana de Psicología, 22, 121-135.
Boudreau, D. y Chapman, R. (2000). The relationship between event representation and linguistic skill in narratives of children and adolescents with Down syndrome. Journal of Speech, Language and Hearing Research, 43, 1146-1159.
Brodin, J. y Rivera, T. (2001). La comunicación en deficiencia mental, claves para su intervención. Estocolmo: Escuela Superior de Maestros de Estocolmo.
Chandler, D. (1997). An introduction to genre theory. Recuperado de http://visual-memory.co.uk/daniel/Documents/intgenre/chandler_genre_theory.pdf
Chapman, R. S., Schwartz, S. E. y Kay-Raining Bird, E. (1991). Language skills of children and adolescents with Down syndrome: I. Comprehension. Journal of Speech and Hearing Research, 34, 1106-1120.
Chapman, R. S., Seung, H.-K., Schwartz, S. E. y Kay-Raining Bird, E. (1998). Language skills of children and adolescents with Down syndrome: II. Production deficits. Journal of Speech, Language, and Hearing Research, 41, 861-873.
Chapman, R., Hesketh. L. y Kistler, D. (2002). Predicting longitudinal change in language production and comprehension in individuals with Down syndrome: Hierarchical linear modeling. Journal of Speech, Language, and Hearing Research, 45, 902-915.
Chomsky, N. (1999). Aspectos de la teoría de la sintaxis. Barcelona: Gedisa.
Cordeau, C. (2008). Reflexiones en torno a la inclusión sociocomunitaria de personas con discapacidad intelectual escuchando la voz de sus protagonistas (Tesis de maestría, Universidad de Chile, Santiago de Chile).
Crespo, N., Alvarado, C. y Meneses, A. (2013). Desarrollo sintáctico: una medición a partir de la diversidad clausular. Revista de Lingüística, Filosofía y Literatura, 23(1), 80-101.
De Beaugrande, R. y Dressler, W. (1981). Introduction to text linguistics. Londres: Longman.
Dodwell, K. y Bavin, E. L. (2008). Children with specific language impairment: an investigation of their narratives and memory. International Journal of Language & Communication Disorders, 43(2), 201-218. http://doi.org/10.1080/13682820701366147
Fakültesi, G. (2008). Nonverbal cues in the oral presentations of the freshman trainee teachers of english at Gazi University. Dergisi, 28, 127-152.
Fernández, R. y García, M. (2014). Lenguaje expresivo y memoria verbal a corto plazo en las personas con síndrome de Down: memoria de ítem y memoria de orden. Revista Síndrome de Down, 31, 118-130.
Fivush, R. y Haden, C. (1997). Narrating and representing experience: Preschoolers’ developing autobiographical recounts. En P. Van den Broek, P. A. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation: Bridging fictional and actual events (pp. 169-198). Hillsdale, NJ: Lawrence Erlbaum.
Godoy, G., Manghi, D., Soto, G. y Aranda, I. (2015). Recursos comunicativos de un joven con autismo: enfoque multimodal para mejorar la calidad de vida. Revista Actualidades Educativas, 15(1), 1-23.
Hudson, J. y Shapiro, L. (1991). From knowing to telling: The development of children’s scripts, stories, and personal narratives. En A. McCabe y C. Peterson (eds.), Developing narrative structure (pp. 89-135). Nueva Jersey: Lawrence Erlbaum Associates. Karmiloff-
Smith, A. (1985). Language and cognitive processes from a developmental perspective. Language and Cognitive Processes, 1(1), 61-85.
Kay-Raining Bird, E., Chapman, R. S., y Schwartz, S. E. (2004). Fast mapping of words and story recall by individuals with Down syndrome. Journal of Speech, Language, and Hearing Research, 47, 1286-1300.
Kendon, A. (2004). Gesture: Visible Action As Utterance. Cambridge: Cambridge University Press.
Kress, G. (2010). Multimodality: A social semiotic approach to contemporary communication. Londres: Routledge.
Kress, G. y Van Leeuwen, T. (2001). Multimodal discourse: The modes and media of contemporary communication. Londres: Arnold.
Labov, W. y Waletzky, J. (1967). Narrative analysis: Oral versions on personal experience. En J. Helm (ed.), Essays on the verbal and visual arts (pp. 12-44). Seattle, WA: University of Washington Press.
Laws, G. (2002). Working memory in children and adolescents with Down syndrome: Evidence from a colour memory experiment. Journal of Child Psychology and Psychiatry, 43(3), 353-364. http://doi.org/10.1111/1469-7610.00026
Lazcano-Ponce, E., Katz, G., Allen-Leigh, B., Magaña L., Rangel-Eudave, G. y Minoletti, A. (2013). Trastornos del desarrollo intelectual en América Latina: un marco para establecer prioridades políticas de investigación y atención. Revista Panamericana de Salud Pública, 34(3), 204-209.
Lemke, J. (1998). Multiplying meaning: Visual and verbal semiotics in scientific text. En J. R. Martin y R. Veel (eds.), Reading science (pp. 87-113). Londres: Routledge.
Maggiolo, M., Pavez, M. y Coloma, C. (2003). Terapia para el desarrollo narrativo en niños con trastorno específico del lenguaje. Revista de Logopedia, Foniatría y Audiología, 23, 98-108.
McNeill, D. (2000). Language and gesture: Window into thought and action. Cambridge: Cambridge University Press.
Miles, S. y Chapman, R. (2002). Narrative content as described by individuals with Down syndrome and typically developing children. Journal of Speech, Language and Hearing Research, 45, 175-189.
Miles, S., Chapman, R. y Sindberg, H. (2006). Sampling context affects MLU in the language of adolescents with Down syndrome. Journal of Speech, Language, and Hearing Research, 49, 325-337.
Norbury, C. y Bishop, D. (2003). Narrative skills in children with communication impairments. International Journal of Language and Communication Impairments, 38, 287-313.
Owens, R. (1995). Language disorders: A functional approach to assessment and intervention. Needham Heights, MA: Allyn & Bacon.
Puyuelo, M. y Rondal, J. (2003). Manual de desarrollo y alteraciones del lenguaje: aspectos evolutivos y patología en el niño y el adulto. Barcelona: Masson.
Reilly, J., Losh, M., Bellugi, U. y Wulfeck, B. (2004). Frog, where are you?: Narratives in children with specific language impairment, early focal brain injury and Williams syndrome. Brain and Language, 88, 229-247.
Rojas, S. (2008). La “voz” de las personas con discapacidad intelectual en investigación educativa: repensando las prácticas de investigación. Revista de Educación, 345, 377-398.
Romero, S. y Gómez, G. (2013). El desarrollo del lenguaje evaluativo en narraciones de niños mexicanos de 3 a 12 años. Actualidades en Psicología, 27(115), 15-30.
Shiro, M. (2003). Genre and evaluation in narrative development. Journal of Child Language, 30, 165-195.
Shiro, M. (2007). El discurso narrativo oral en la vida cotidiana: géneros y procesos. En A. Bolívar (ed.), Análisis del discurso (pp. 121-143). Caracas: Manuales Universitarios.
Stein, N. y Albro, E. (1997). Building complexity and coherence: Children’s use of goal-structured knowledge in telling stories. En M. Bamberg (ed.), Narrative development: Six approaches (pp. 5-44). Mahwah, NJ: Lawrence Erlbaum.
Stein, N. y Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. En R. O. Freedle (ed.), New directions in discourse processing (vol. 2, pp. 53-120). Norwood, NJ: Ablex.
Thordardottir, E., Chapman, R. y Wagner, L. (2002). Complex sentence production by adolescents with Down syndrome. Applied Psycholinguistics, 24, 163-183.
Tomasello, M. (2005). Beyond formalities: The case of language acquisition. The Linguistic Review, 22, 183-197. Trabasso, T. y Stein, N. (1997). Narrating, representing, and remembering event sequences. En P. W. van den Broek, P. J. Bauer y T. Bourg (eds.), Developmental spans in event comprehension and representation (pp. 237-270). Mahwah, NJ: Erlbaum.
Verdugo, M., Schalock, R., Gómez, L. y Arias, B. (2007). Construcción de escalas de calidad de vida multidimensionales centradas en el contexto: la escala Gencat. Siglo Cero, 38, 57-72.
Como Citar
Manghi Haquin, D., Otálora Cornejo, F., & Arancibia M., M. (2017). Adaptações metodológicas para a análise do discurso das crianças com deficiência intelectual: A narrar sem linguagem. Signo Y Pensamiento, 35(69), 68–82. https://doi.org/10.11144/Javeriana.syp35-69.amad
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