Fonoaudiologia e Educação: escuta de professores sobre linguagem

Abstract

This thesis aimed to listen to early childhood education and elementary school teachers about language, specifically speech and writing. This listening was based on the "mismatch" between speech therapy and the constant dialogue with teachers about the referrals and assistance provided to subjects who, according to these professionals, have "issues" in speaking and writing. The main objective was to listen to early childhood teachers and early grades from a city in the state of Paraná, about language and teaching and learning processes. The specific objectives were to investigate what is the importance attributed to language by those teachers participating in the research; identify the conception of language and teaching-learning present in the teachers' discourse; and explain the possible effects of the Education guiding documents, which are related to language, on the teachers' pedagogical practice. From the methodological point of view, this study is characterized as qualitative, exploratory, and descriptive research in which ten teachers from childhood education and early grades participated. The instrument used for data collection was the semi-directed interview, in which a semi-structured script served as the north for the supply of testimonies. Data analysis happened according to the methodology proposed by Minayo (1996), in which it is possible to establish data analysis and discussion axes. As for the organization, this is a four chapters work. Chapter 1 deals with speech and writing from the point of view of Interactionism proposed by De Lemos (1998, 2001, 2002); chapter 2 turns to the understanding of language present in the Education guiding documents; chapter 3 refers to the methodological aspects of the investigation; chapter 4 presents the analysis and discussion of data, organized by previously established axes: language and its importance in the school context – articulations with acquisition; conceptions of language and teaching-learning underlying the teachers' view; on the influence of educational guiding documents – what teachers say. The analysis shows that among the interviewees, a traditional perspective on speech and writing prevails insofar as, for them, perception and cognition are of great relevance for acquisition. Thus, language is considered a transparent object which could be controlled by the subject. The most quoted authors on the theoretical perspectives adopted by the teachers were Piaget, Vygotsky, and Emília Ferreiro. This points to a particular theoretical incompatibility, even though a certain rapprochement between them is possible. The BNCC was the most referenced

document by the teachers as a guide for teaching and learning processes. However, the perspective assumed since the PCNs in 1997 and the last update of the base is the Socio-historical one, to which the professors did not refer. These results point to the need for further reflection on initial and continuing teacher training, from discursive language perspectives.