O ser e as letras: da voz à letra, um caminho que construímos todos

Biarnés, Jean

doi:10.1590/s0102-25551998000200009

“…Além da exigência de dominar a norma padrão (que não é aquela que usam no cotidiano), há toda a questão da simbolização do código escrito, das regras escolares, das exigências, às vezes absurdas, do discurso pedagógico; enfim, é como se o aprendiz entrasse em outro país, onde se fala outra língua e onde há regras de comportamento diferentes. É como mudar de mundo, nas palavras de Biarnès (1998).…”

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Letramento e alfabetização e o cotidiano: vozes dispersas, caminhos alternativos

Tfouni¹,

Pereira

²

,

Assolini³

2018

Calidoscópio

77

0

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Inclusion in Linguistic Education

Monte-Serrat

¹

2018

Psycholinguistics and Cognition in Language Processing

1

0

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Education norms have been altered over the years; however, marginalization problems in linguistic education have not changed. A contemporary approach to linguistic education is taken in which individuals with brain injury or dysfunction are not observed isolatedly from the operations that structure them. This chapter is a study on the signification processes that are constituted during enunciation by subjects who, due to brain dysfunction, appropriate reality and produce conscience of themselves in a particular fashion. Linguistic monitoring articulated with neurolinguistics is suggested in order to promote rhythmic, lexical, and syntactic modifications in such subjects' discourse so as to place the significant chain in order as regards its oral or written production. Hence, subjects with brain dysfunction can develop authorship characteristics as concerns both language appropriation and the subjective aspect, thus showing unicity under the form of coherence: such subjects' creative imagination is imposed, ordinating and coordinating the content expressed.

show abstract

Inclusion in Linguistic Education

Monte-Serrat

¹

2022

Research Anthology on Applied Linguistics and Language Practices

0

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Education norms have been altered over the years; however, marginalization problems in linguistic education have not changed. A contemporary approach to linguistic education is taken in which individuals with brain injury or dysfunction are not observed isolatedly from the operations that structure them. This chapter is a study on the signification processes that are constituted during enunciation by subjects who, due to brain dysfunction, appropriate reality and produce conscience of themselves in a particular fashion. Linguistic monitoring articulated with neurolinguistics is suggested in order to promote rhythmic, lexical, and syntactic modifications in such subjects' discourse so as to place the significant chain in order as regards its oral or written production. Hence, subjects with brain dysfunction can develop authorship characteristics as concerns both language appropriation and the subjective aspect, thus showing unicity under the form of coherence: such subjects' creative imagination is imposed, ordinating and coordinating the content expressed.

show abstract

O ser e as letras: da voz à letra, um caminho que construímos todos

Cited by 3 publications

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Letramento e alfabetização e o cotidiano: vozes dispersas, caminhos alternativos

Letramento e alfabetização e o cotidiano: vozes dispersas, caminhos alternativos

Inclusion in Linguistic Education

Inclusion in Linguistic Education

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