A recepção da criança com deficiência intelectual ao texto literário na educação infantil

The focus of this thesis is children's reception to literary texts starting from literary livelihood in an inclusive literary context, looking for the possible evidences that are present in the construction as reader/hearing of literature. Based on a study case, we search the ways of participation of a child (girl) with intellectual deficiency in situations of offering and reception of literary texts, looking for the understanding and explication of some aspects of her processing and the building up of an initial reader. The data were taken starting from observations in moments of reading and story-telling in the period from November to December/2008 and May to June/2009 in a public school of children education, in Natal- Brazil, in which there was a registered student showing intellectual deficiency associated to Down syndrome. As research tools we used: field diary, interview scripts and video recordings. The analyses were based on research from Amarilha (2001, 2006a, 2006b), Bettelheim (2007), Coelho (2008), Iser (1996), Jauss (1979, 1994), Luria (1990a, 1990b), Vygotsky (1991, 1993), Wallon (2007, 2008) amongst others. The research showed that although expressing little verbalization and limited levels of attention, body attitudes, movements and talks of the child under investigation, denounced engagement and rendition to the sonority of the texts shared. These data gives us traces that, under a mediating action, the child with intellectual limitation can turn into a reader/hearing subject of literature, developing a sensitive and a selective attitude towards the literary text. Amongst other aspects, we identified that (1) a conception of deficiency present through the school that recognizes his/her potential of developing and learning (2) the situation of sharing, that favours a relation with the texts through the other, and (3) the relevance of orality providing the semantic paths that help the child in the building up of meaning, presenting themselves as fundamental to her/his viewing of the literary text, and, therefore, the formation of the reader. Thus, recognizing her/his capacity and possibilities, we think it is important to guarantee to the child with intellectual deficiency, a space towards interaction with the fictional text in which the child can learn and live its ludic and interactive character, to enjoy its hearing abilities, benefiting, then, from the aesthetic experience lived, mainly, in collective situations mediated through the more experient reader and shared with her/his different pairs. The research shows yet that, looking after conditions that guarantee a comfortable environment to the story hearings in the classrooms that focus on children education, being aware of a selection and the prosody of stories, the didactic contract, the attention to individual reactions, enlarge the possibility of any child deficient or not to enjoy her/himself as reader/ hearing subject of literature, engaged in its richness and magic

A leitura de literatura na escola: por uma educação emocional de crianças na educação infantil

This dissertation examines the contributions of juvenile literature reading for the problematization of the emotional experiences and conflicts of children at infant education. Its importance consists in providing useful information for the pedagogic work orientated to literature reading at the initial series of basic education, in order to increase the teacher s ability to explore the literary text from its instigating and enriching nature in view of the child s emotional experiences and conflicts. It is methodologically based on the principles of the qualitative research, what characterizes it as a case study. The research focused a level V-infant education class with 28 students in 5-6 age group, at a public school of Natal, State of Rio Grande do Norte (Brazil). The used resources were: audio recording, field diary, and interviews. Seventeen classes were carried out and they consisted in reading sessions of classic and contemporaneous tales, fables, and legends which used different didactic strategies. These sessions were developed in accordance with the reading experience through scaffolding instructions as it was described by Graves & Graves. The theoretical references were the studies of Amarilha (1997/ 2006), Bettelheim (2004), Coelho (1987/2000), Damásio (2005), Del Nero (2003), Eco (1994/2006), Held (1980), Iser (1996), Jauss (2002), Stierle (2002), Wallon (2007), Telles (2006), Yunes (2003), and Zilberman (1987). The analyses showed that literary reading in class is a special environment for inclusion of the reader s subjectivity; as well as the inclusion of their emotional experiences and their conflicts within the story by way of helping children think and become suitable for dealing with their inner feelings. The literary reading is presented as an experiential and formative activity which helps children understand their emotions through a process of identification, exteriorization, and catharsis; what implies that the esthetic experience from the text makes possible the reader s self-knowledge and increases the perception of his inner feelings and objective reality so that this reader has emotional capital to deal with life difficulties. It is important to highlight that the discussions carried out in the class represented a field of sharing experiences through which each reader had the chance to present their experience of life to the others, including their sorrows and sufferings, in order to help them to develop best strategies to deal with the social environment

Vivendo e aprendendo no ambiente hospitalar: Percepções de crianças sobre a doença

This study focuses on the child within the hospital environment. Its purpose is to describe children s perceptions of their illness and time in hospital and to identify their main hardships during treatment. This study has a qualitative nature and is theoretically and methodologically supported by the creative and sensitive method developed by Cabral (1998), studies by Piaget, Vygotsky and Wallon on child development, and studies conducted by Pinto (2005), Collet (2004), Chiattone (2003), Silva (2002), Lima et.al (1999) on in-patient children. For this study, 13 children between the ages of 7 and 12 at a public hospital institution specialized in child care in the city of Natal, Rio Grande do Norte, were interviewed. As a criterion for taking part in this study the children would have to have been in hospital for over three days and be fully capable of physically and emotionally interacting with the researcher at the time the interview took place. Analysis drew on the study of the empirical material made up of interviews and a field diary where notes had been entered for the children s reactions, expressions and gestures. Results show that there is some understanding, on the part of these children, of their illness, with their parents as the main informants. They accept being in hospital because they need treatment, but they realize that life becomes different especially on account of the constraints resulting from the illness and the hospital itself. The main hardships during treatment are: lack of recreational activities in the evenings and on the weekends within the hospital environment; absence of family members, especially brothers and sisters; and lack of explanation on the part of health professionals regarding some procedures as these are being carried out. Our conclusion is that children perceive illness and the hospital environment as something that changes the rhythm of their lives bringing on them perturbations, fears and anxieties. Hence, we suggest that professionals working with in-patient children should be especially prepared to deal with these children and their parents, aiming at bringing down fears and anguishes, clear their doubts and, in addition, advise the parents in respect of their children s treatment while in hospital and after hospital discharge. The hospital environment should also be cheerful and colorful and have a toy room under the coordination of persons especially prepared for that purpose