Purpose: To analyze, based on speech-language pathologists reports, how oral expressiveness has been approached with radio professionals in Brazil. Methods: Six speech-language pathologists experienced in working with radio professionals answered semistructured interviews that were transcribed and categorized according to general performance characteristics and to the expressiveness concept. Categories were illustrated with excerpts of the participants' interviews. Results: Speech-Language Pathology intervention happens similarly in schools for announcers and within radio stations. The prevention of vocal disorders has considerable space in these practices, and mostly occurs in the form of orientations regarding vocal health. The term oral expressiveness is relatively new, and, at times the meaning of the message is conveyed by the speaker's individual characteristics, by the content of the text message, or by the style of a particular station. Intervention aims include strategies approaching pause, voice quality, resonance, articulation, pitch, loudness, speed and breathing. The most used strategy is the reading of texts of different genres, including radio subjects. Conclusion:The term oral expressiveness is not generally used by the subjects interviewed, due to the fact that its concept is new to them. The term comprises the conveyance of emotions and intention by the speaker. The following aspects were considered to interfere on oral expressiveness: listeners' judgment; adequacy of the speech to the context; style of the radio station; and textual content of the message, evidencing the dynamics between subjective and social. More theoretical studies in Linguistics may subsidize less conceptually diverse practices when considering speech-language interventions.
The speech characteristics and communicative attitudes were highlighted in two subjects in a different manner, in such a way that the slow rate of speech and breaks of the prosodic groups transmitted insecurity, little objectivity, and nonpersuasion.
O objetivo deste relato de caso foi investigar o sentido atribuído à voz de professores especializados na área de deficiência visual e sua prática em sala de aula. Participaram oito professoras, divididas em três grupos: quatro videntes, duas com visão subnormal e duas professoras cegas. Foram realizadas entrevistas individuais, com todas as participantes, que responderam a seis perguntas semidirecionadas, previamente elaboradas, que abordaram o tema da comunicação entre professor especializado e o aluno com deficiência visual, no ambiente de sala de aula. Depois de transcritas e analisadas, foram estabelecidas três categorias de respostas: o trabalho da professora, vivência diária, e apoios necessários. A atuação pedagógica subsidia-se nos princípios de fornecer todos os possíveis detalhes e informações a respeito do conteúdo, adaptar materiais, orientar quanto à mobilidade, entre outros, por meio dos recursos vocais e corporais. A importância da voz para o desenvolvimento de uma pessoa com deficiência visual foi explicitada nos relatos que a consideram essencial para a convivência no contexto social e escolar. Observou-se a importância da interação, em sala de aula, favorecida pelos recursos vocais e corporais, tanto das professoras quanto dos alunos, para haver uma comunicação mais clara e objetiva. O sentido atribuído à voz, de acordo com as participantes, contribuiu para reconhecê-la como principal meio de comunicação com seus alunos.
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