Daniele Nunes Henrique Silva

O corpo que escreve: considerações conceituais sobre aquisição da escrita

This article supports itself on the cultural-historical approach to discuss the bodys role in the written language acquisition process. In order to accomplish this, some part of Lev Seminovich Vigotskis current contributions in preschool age (drawing, make believe, etc.) as being fundamental for the written development. This general reflection makes a big effort towards a necessity in reviewing the educational debate, regarding the traditional and mechanist tendency in the pedagogical treatment of this matter. Undoubtedly, the focus on the literacy practices brings about new possibilities of comprehension about the writing appropriation process along childhood education. However, the conceptual discussion needs to advance towards guaranteeing a greater visibility to the exploration of the diverse infantile symbolization processes (whether systemized or not) and their relationship with writing, especially, the bodys participation (herein) understood in its semiotic statute.This article supports itself on the cultural-historical approach to discuss the body’s role in the written language acquisition process. In order to accomplish this, some part of Lev Seminovich Vigotski’s current contributions in preschool age (drawing, make believe, etc.) as being fundamental for the written development. This general reflection makes a big effort towards a necessity in reviewing the educational debate, regarding the traditional and mechanist tendency in the pedagogical treatment of this matter. Undoubtedly, the focus on the literacy practices brings about new possibilities of comprehension about the writing appropriation process along childhood education. However, the conceptual discussion needs to advance towards guaranteeing a greater visibility to the exploration of the diverse infantile symbolization processes (whether systemized or not) and their relationship with writing, especially, the body’s participation (herein) understood in its semiotic statute.

O corpo que brinca: recursos simbólicos na brincadeira de crianças surdas

Based on the assumptions of historical-cultural perspective of human development, especially Lev Seminovich Vigotski contributions, this paper debates the usages of language resources by preschool aged deaf children in the configuration of symbolic roles exchanged on play. Two investigative episodes recorded on video in a toy-library were used as empirical material. The analysis highlights the process of appropriation of symbolic roles, in which words (LIBRAS) and body (gestures) articulate themselves in order to give meaning to make-believe. In this sense, it is in the play choreography that deaf children make explicit who they are and explain what issue is being played, by setting the roles and the social rules that they will play. As a conceptual conclusion, one may say that body is a fundamental linguistic component in the constitution of senses and meanings produced in playful activity, promoting possibilities of subjective expression to the child who plays.Based on the assumptions of historical-cultural perspective of human development, especially Lev Seminovich Vigotski contributions, this paper debates the usages of language resources by preschool aged deaf children in the configuration of symbolic roles exchanged on play. Two investigative episodes recorded on video in a toy-library were used as empirical material. The analysis highlights the process of appropriation of symbolic roles, in which words (LIBRAS) and body (gestures) articulate themselves in order to give meaning to make-believe. In this sense, it is in the play choreography that deaf children make explicit who they are and explain what issue is being played, by setting the roles and the social rules that they will play. As a conceptual conclusion, one may say that body is a fundamental linguistic component in the constitution of senses and meanings produced in playful activity, promoting possibilities of subjective expression to the child who plays.

Libras na educação de surdos: o que dizem os profissionais da escola?

The educational inclusion of deaf students has often been debated, especially for bilingual and bicultural condition of the students, which requires differentiated teaching practices that depart from Brazilian Sign Language. The aim of the study was to understand what the school professionals say about the role of language. The participants were the director, the educational supervisor, the coordinator of languages and codes, the human coordinator, the exact sciences coordinator, Portuguese teacher as a second language, the resource room teacher and Libras interpreter. Fieldwork was conducted at a high school in the public system, in the Federal District in Brazil, through semi-structured interviews. Analyzes surmised to an axis related to the centrality (or not) Libras to the bicultural development of the deaf. Survey participants formulated critical exposure of schooling processes of the deaf and the Sign Language.The educational inclusion of deaf students has often been debated, especially for bilingual and bicultural condition of the students, which requires differentiated teaching practices that depart from Brazilian Sign Language. The aim of the study was to understand what the school professionals say about the role of language. The participants were the director, the educational supervisor, the coordinator of languages and codes, the human coordinator, the exact sciences coordinator, Portuguese teacher as a second language, the resource room teacher and Libras interpreter. Fieldwork was conducted at a high school in the public system, in the Federal District in Brazil, through semi-structured interviews. Analyzes surmised to an axis related to the centrality (or not) Libras to the bicultural development of the deaf. Survey participants formulated critical exposure of schooling processes of the deaf and the Sign Language.

Pelo reencantamento da Psicologia: em busca da positividade epistemológica da imaginação e da emoção no desenvolvimento humano

A entrada do homem na historia e uma das questoes centrais das Ciencias Humanas. O presente texto reflete sobre a contribuicao de Angel Pino para evitar interpretacoes reducionistas dessa questao, destacando a sua proposicao de que essa passagem se da pela imaginacao, sendo ela inseparavel da emocao, o que explica a singularidade e a criacao humana apesar da determinacao social. Para demonstrar essas ideias, Pino tornou-se um garimpeiro da obra de Vigotski, aprofundando tres conceitos basilares: conversao, funcao e drama; que abarcam a totalidade e o movimento dialetico da passagem da natureza para a sociedade e sao fundamentais para compreensao da producao imaginaria, conforme ele defendia. Para ajudar nossa analise, recorremos as concepcoes de imagem, imaginacao e emocao de Espinosa, seu filosofo predileto. Procuramos demonstrar que esses conceitos permitiram a Pino reencantar o processo de desenvolvimento do humano, recuperando o que lhe fora retirado: a estetica e a liberdade.

Explorando o território dos afetos a partir de Lev Semenovich Vigotski

RESUMO. O territorio dos afetos, denominacao generica sob a qual abarcamos emocoes, paixoes e sentimentos em suas diversas nuancas, tem sido abordado sob diferentes enfoques epistemologicos ao longo do tempo. Partindo de uma perspectiva fisiologica, passou depois por enfoques metafisicos, indo ate o surgimento de olhares mais atentos ao papel das interacoes sociais no desenvolvimento humano, que compreendem o campo dos afetos no contexto dos processos semiotico-culturais nos quais se constitui o sujeito. No presente artigo buscaremos resgatar as contribuicoes da abordagem historico-cultural esbocada por Lev Semenovich Vigotski para o estudo das emocoes, a qual estabeleceu marcos importantes em meio aos debates das correntes vigentes no seculo XX. Situaremos, em seguida, algumas abordagens contemporâneas de orientacao sociocultural que se propoem a dar prosseguimento a proposta do autor russo, analisando avancos trazidos por novas pesquisas sobre o tema. Por fim, discutiremos desafios e implicacoes de uma perspectiva historica e sociocultural para o estudo dos afetos que atente para a complexidade e a dinamicidade dos fenomenos psicologicos. Palavras-chave : Emocoes; Vigotski; Psicologia Historico-Cultural.

Inclusão Escolar: Concepções dos Profissionais da Escola sobre o Surdo e a Surdez

espanolResumen La inclusion educacional de sordos tiene sido frecuentemente debatida, en especial, por la condicion bilingue y bicultural de los alumnos, que exigen practicas diferenciadas de ensenanza que proceden de las Libras. El objetivo del estudio fue entender lo que los profesionales de la escuela dicen acerca del papel de esta lengua. Participaron: el director, el supervisor pedagogico, la coordinadora de lenguajes y codigos, la coordinadora de humanas, el coordinador de exactas, el profesor de portugues como segunda lengua, la profesora del aula de recursos y la interprete de Libras. El trabajo de campo fue realizado en una escuela de ensenanza media de la red publica de Distrito Federal (Brazil). El metodo de la investigacion se baso en la construccion de datos organizados a partir de entrevistas semiestructuradas, siguiendo los presupuestos teoricos del materialismo historico dialectico. De esta forma, los significados compartidos entre el investigador y el entrevistador compusieron un texto para el analisis de la palabra y los significados que se les atribuyen, considerando las condiciones materiales en que se produce. Despues de transcritas, las entrevistas formaron un texto en el que la palabra es considerada como una unidad de analisis categorica. De los analisis se desprendio un eje intitulado: la concepcion de los profesionales acerca del sordo y la sordera. Las bases conclusivas del estudio apuntan que hay una brecha en la formacion profesional de los educadores en lo que se refiere a las especificidades de los alumnos. EnglishAbstract The inclusion of deaf students has often been debated, especially for the bilingual and bicultural conditions of students who require specific teaching practices based on sign language. The objective of the study was to understand the point of view of educators on the role of this language. Eight professionals participated: the school director, the educational supervisor, the Brazilian Portuguese coordinator, the human sciences coordinator, the exact sciences coordinator, the teacher of Brazilian Portuguese as a second language, the resources room teacher and an interpreter of Brazilian Sign Language. The fieldwork was conducted at a public high school in Brazil’s Federal District. The method of the research was based on the construction of data organized from semi-structured interviews, following the theoretical assumptions of the dialectical historical materialism. In this way, the meanings shared between the researcher and interviewer composed a text for the analysis of the word and the meanings attributed to it, considering the material conditions in which it is produced. After being transcribed, the interviews formed a text in which the word is considered as a categorical unit of analysis. From the data analysis one category emerged: The professionals’ conception about the deaf student and the deafness. The conclusive bases of the study point out that there is a gap in the professional formation of educators regarding the specificities of students. portuguesResumo A inclusao educacional de surdos tem sido frequentemente debatida, especialmente, pela condicao bilingue e bicultural dos alunos, que exige praticas diferenciadas de ensino que partem da Libras. O objetivo do estudo foi entender o que os profissionais da escola dizem sobre o papel dessa lingua. Participaram: a diretora, o supervisor pedagogico, a coordenadora de linguagens e codigos, a coordenadora de humanas, o coordenador de exatas, o professor de portugues como segunda lingua, a professora da sala de recursos e a interprete de Libras. O trabalho de campo foi realizado em uma escola de ensino medio da rede publica do Distrito Federal. O metodo de pesquisa baseou-se construcao de dados organizados a partir de entrevistas semiestruturadas, seguindo os pressupostos teoricos do materialismo historico dialetico. Desta forma, os significados compartilhados entre o pesquisador e o entrevistador compuseram um texto para a analise da palavra e os significados que lhes sao atribuidos, considerando as condicoes materiais em que e produzida. Depois de transcritas, as entrevistas formaram um texto em que a palavra e considerada como uma unidade de analise categorica. Das analises depreendeu-se um eixo intitulado: a concepcao dos profissionais sobre o surdo e a surdez. As bases conclusivas do estudo apontam que ha uma lacuna na formacao profissional dos educadores no que tange as especificidades dos alunos.

Libras in deaf students education: what do the professionals have to say about?

The educational inclusion of deaf students has often been debated, especially for bilingual and bicultural condition of the students, which requires differentiated teaching practices that depart from Brazilian Sign Language. The aim of the study was to understand what the school professionals say about the role of language. The participants were the director, the educational supervisor, the coordinator of languages and codes, the human coordinator, the exact sciences coordinator, Portuguese teacher as a second language, the resource room teacher and Libras interpreter. Fieldwork was conducted at a high school in the public system, in the Federal District in Brazil, through semi-structured interviews. Analyzes surmised to an axis related to the centrality (or not) Libras to the bicultural development of the deaf. Survey participants formulated critical exposure of schooling processes of the deaf and the Sign Language.The educational inclusion of deaf students has often been debated, especially for bilingual and bicultural condition of the students, which requires differentiated teaching practices that depart from Brazilian Sign Language. The aim of the study was to understand what the school professionals say about the role of language. The participants were the director, the educational supervisor, the coordinator of languages and codes, the human coordinator, the exact sciences coordinator, Portuguese teacher as a second language, the resource room teacher and Libras interpreter. Fieldwork was conducted at a high school in the public system, in the Federal District in Brazil, through semi-structured interviews. Analyzes surmised to an axis related to the centrality (or not) Libras to the bicultural development of the deaf. Survey participants formulated critical exposure of schooling processes of the deaf and the Sign Language.

Libras en la educación de sordos: ¿lo qué dicen los profesionales de la escuela?

The educational inclusion of deaf students has often been debated, especially for bilingual and bicultural condition of the students, which requires differentiated teaching practices that depart from Brazilian Sign Language. The aim of the study was to understand what the school professionals say about the role of language. The participants were the director, the educational supervisor, the coordinator of languages and codes, the human coordinator, the exact sciences coordinator, Portuguese teacher as a second language, the resource room teacher and Libras interpreter. Fieldwork was conducted at a high school in the public system, in the Federal District in Brazil, through semi-structured interviews. Analyzes surmised to an axis related to the centrality (or not) Libras to the bicultural development of the deaf. Survey participants formulated critical exposure of schooling processes of the deaf and the Sign Language.The educational inclusion of deaf students has often been debated, especially for bilingual and bicultural condition of the students, which requires differentiated teaching practices that depart from Brazilian Sign Language. The aim of the study was to understand what the school professionals say about the role of language. The participants were the director, the educational supervisor, the coordinator of languages and codes, the human coordinator, the exact sciences coordinator, Portuguese teacher as a second language, the resource room teacher and Libras interpreter. Fieldwork was conducted at a high school in the public system, in the Federal District in Brazil, through semi-structured interviews. Analyzes surmised to an axis related to the centrality (or not) Libras to the bicultural development of the deaf. Survey participants formulated critical exposure of schooling processes of the deaf and the Sign Language.

La formación docente en el marco de la inclusión: para una nueva metodología

This article is a theoretical study on issues about school inclusion, intellectual disability and teacher training. It discusses the issue of inclusion in contemporaneity, circumscribed by tensions between respect for differences and the exclusionary practices that emerge in an educational context. In light of Historical-Cultural Psychology and the principles of clinical activity, an important theoretical and methodological possibility for teacher training emerges which, depending on the quality of the interventions made by the researcher, can enable the resignification of the praxis of the teacher collective. teacher education • intellectual disabilities • inclusive education • social exclusion lA formAción docente en el mArco de lA inclusión: pArA unA nuevA metodologíAThis article is a theoretical study on issues about school inclusion, intellectual disability and teacher training. It discusses the issue of inclusion in contemporaneity, circumscribed by tensions between respect for differences and the exclusionary practices that emerge in an educational context. In light of Historical-Cultural Psychology and the principles of clinical activity, an important theoretical and methodological possibility for teacher training emerges which, depending on the quality of the interventions made by the researcher, can enable the resignification of the praxis of the teacher collective.

Teacher training in the context of inclusion: towards a new methodology

This article is a theoretical study on issues about school inclusion, intellectual disability and teacher training. It discusses the issue of inclusion in contemporaneity, circumscribed by tensions between respect for differences and the exclusionary practices that emerge in an educational context. In light of Historical-Cultural Psychology and the principles of clinical activity, an important theoretical and methodological possibility for teacher training emerges which, depending on the quality of the interventions made by the researcher, can enable the resignification of the praxis of the teacher collective. teacher education • intellectual disabilities • inclusive education • social exclusion lA formAción docente en el mArco de lA inclusión: pArA unA nuevA metodologíAThis article is a theoretical study on issues about school inclusion, intellectual disability and teacher training. It discusses the issue of inclusion in contemporaneity, circumscribed by tensions between respect for differences and the exclusionary practices that emerge in an educational context. In light of Historical-Cultural Psychology and the principles of clinical activity, an important theoretical and methodological possibility for teacher training emerges which, depending on the quality of the interventions made by the researcher, can enable the resignification of the praxis of the teacher collective.