Perspectivas de profissionais sobre a trajetória inicial de comunicação de um sujeito com surdocegueira
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2017-03-09
Autores
Mata, Simara Pereira da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A linguagem e a comunicação em pessoas com surdocegueira pré-linguística são a base de todo o processo de desenvolvimento desses sujeitos e, sem dúvida, trata-se de uma das maiores dificuldades para os profissionais que os assistem. Dentro desse contexto, esta pesquisa, de abordagem qualitativa do tipo descritivo, teve como objetivo identificar, na perspectiva de profissionais que atuaram com um sujeito com surdocegueira pré-linguística, aspectos da comunicação utilizados em contextos diferentes de atendimento. Participaram do estudo uma pedagoga de um centro de especialidades da área da saúde, uma fonoaudióloga de um centro de equoterapia e os professores das seguintes áreas e/ou setores de atuação: Atendimento Educacional Especializado, classe comum, Educação Física, Arte e uma agente educacional de uma escola de ensino regular. A pesquisa foi realizada nos locais de atuação profissional dos respectivos participantes, por meio de entrevista semiestruturada, tendo como apoio um roteiro. Os dados foram tratados a partir de análise de conteúdo, tendo como base a temática da comunicação. As categorias estabelecidas foram: primeiras tentativas de comunicação; desenvolvimento de conceitos; comunicação multimodal; linguagem receptiva; e linguagem expressiva. Inicialmente, foram apresentados os resultados sobre considerações gerais desses profissionais que auxiliaram na discussão. Posteriormente, foram expostos e discutidos os resultados das categorias, os quais indicaram que: as primeiras tentativas de comunicação dos profissionais com o sujeito aconteceram por intermédio do estabelecimento de vínculo, objetos de referência, tentativas de introdução de sinais isolados, insinuações táteis e dificuldades de interpretação de situações comunicativas. Em relação ao desenvolvimento de conceitos, as principais estratégias indicadas pelos participantes eram a antecipação da comunicação, através de objetos de referência, mas de uma forma que o sujeito “nomeasse” (gerasse função) tais objetos, por meio de uma abordagem de comunicação multimodal e, ainda, estratégias para desnaturalização de objetos. Na categoria de comunicação multimodal, os relatos apontaram o uso de possíveis resíduos auditivos, do olfato, tato e sentido gustativo, o emprego simultâneo e isolado dos sentidos proprioceptivos e cinestésicos e a introdução de aspectos da língua de sinais, como sinais isolados e adaptados. Referente à categoria de linguagem receptiva, foi possível observar perspectivas que revelaram respostas do sujeito diante de objetos de referência, ação com objeto, de pista tátil, instrução com movimento coativo e insinuação tátil padronizada. E, por fim, em relação à linguagem expressiva, os relatos evidenciaram a expressão do sujeito com surdocegueira, pela identificação de objeto, expressões faciais e corporais, vocalizações, gargalhadas e sorrisos, troca de materiais e objetos, recusa gestual e pedidos. Os dados obtidos permitiram concluir que, embora não se tenha priorizado uma introdução de um Sistema de Comunicação Alternativa ao longo do desenvolvimento de Mike, na perspectiva de todos os profissionais, houve indicadores de intenção comunicativa na linguagem. Isso mostra que, mesmo sem uma sistematização desse trabalho, os profissionais conseguiram introduzir aspectos fundamentais nesse desenvolvimento de linguagem, o que permite, a partir de agora, explorar aspectos de representação simbólica da linguagem do sujeito.
Language and communication in people with pre-linguistic deafblindness are the basis of the entire development process of these subjects, and undoubtedly it is one of the greatest difficulties for the professionals who assist them. Within this context, this research, with a qualitative approach of the descriptive type, aimed to identify from the perspective of professionals who worked with one subject with pre-linguistic deafblindness, aspects of communication used in different contexts of services performed. Were part of this study, a pedagogue from a health specialty care center, a speech therapist from a horseback riding therapy center and teachers from the following areas and / or sectors of action: Specialized Educational Assistance, common class, Physical Education, Art and an educational agent of a regular school. The research was carried out in the places of professional performance of the respective participants, through a semi-structured interview, having as support a script. The data were treated based on content analysis, and had as a base the thematic of communication. The established categories were: first attempts at communication; development of concepts; multimodal communication; receptive language; and expressive language. Initially, the results were presented on the general considerations of these professionals that helped the discussion. Subsequently, the results of the categories were exposed and discussed, which indicated that: the professionals first attempts to communicate with the subject happened through a link established, reference objects, attempts to introduce isolated signals, tactical insinuations and difficulties of interpretation in communicative situations. In relation to the development of concepts, the main strategies indicated by the participants were for the anticipation of communication through reference objects, but in a way that the subject "named" (generated function) to such objects by means of a communication using a multimodal approach, and strategies for denaturing objects. In the category of multimodal communication, the reports indicated the use of possible auditory residues, smell, touch and sense of taste, the simultaneous and isolated use of the proprioceptive and kinesthetic senses and the introduction of sign language aspects, as isolated and adapted signals. Regarding the category of receptive language, it was possible to observe perspectives that indicated subjects' responses to reference objects, action with object, tactile clue, instruction with coactive movement and standard tactile insinuation. And finally, in relation to expressive language, the reports indicated the expression of the subject with deafblindness through object identification, facial and body expressions, vocalizations, laughs and smiles, exchange of materials and objects, gesture refusal and requests. The data obtained allowed to conclude that: although an introduction of an Alternative Communication System throughout Mike's development has not been prioritized, from the perspective of all the professionals, there are indicators of communicative intention in language. This shows that, even without a systematization of this work, professionals would have been able to introduce fundamental aspects in this language development, which allows, from now on, to explore aspects of symbolic representation of the language of the subject.
Language and communication in people with pre-linguistic deafblindness are the basis of the entire development process of these subjects, and undoubtedly it is one of the greatest difficulties for the professionals who assist them. Within this context, this research, with a qualitative approach of the descriptive type, aimed to identify from the perspective of professionals who worked with one subject with pre-linguistic deafblindness, aspects of communication used in different contexts of services performed. Were part of this study, a pedagogue from a health specialty care center, a speech therapist from a horseback riding therapy center and teachers from the following areas and / or sectors of action: Specialized Educational Assistance, common class, Physical Education, Art and an educational agent of a regular school. The research was carried out in the places of professional performance of the respective participants, through a semi-structured interview, having as support a script. The data were treated based on content analysis, and had as a base the thematic of communication. The established categories were: first attempts at communication; development of concepts; multimodal communication; receptive language; and expressive language. Initially, the results were presented on the general considerations of these professionals that helped the discussion. Subsequently, the results of the categories were exposed and discussed, which indicated that: the professionals first attempts to communicate with the subject happened through a link established, reference objects, attempts to introduce isolated signals, tactical insinuations and difficulties of interpretation in communicative situations. In relation to the development of concepts, the main strategies indicated by the participants were for the anticipation of communication through reference objects, but in a way that the subject "named" (generated function) to such objects by means of a communication using a multimodal approach, and strategies for denaturing objects. In the category of multimodal communication, the reports indicated the use of possible auditory residues, smell, touch and sense of taste, the simultaneous and isolated use of the proprioceptive and kinesthetic senses and the introduction of sign language aspects, as isolated and adapted signals. Regarding the category of receptive language, it was possible to observe perspectives that indicated subjects' responses to reference objects, action with object, tactile clue, instruction with coactive movement and standard tactile insinuation. And finally, in relation to expressive language, the reports indicated the expression of the subject with deafblindness through object identification, facial and body expressions, vocalizations, laughs and smiles, exchange of materials and objects, gesture refusal and requests. The data obtained allowed to conclude that: although an introduction of an Alternative Communication System throughout Mike's development has not been prioritized, from the perspective of all the professionals, there are indicators of communicative intention in language. This shows that, even without a systematization of this work, professionals would have been able to introduce fundamental aspects in this language development, which allows, from now on, to explore aspects of symbolic representation of the language of the subject.
Descrição
Palavras-chave
Educação especial, Surdocegueira, Comunicação suplementar e alternativa, Special education, Deafblindness, Supplementary and alternative communication