Gestures and writing of students with intellectual deficiency within the school environment: a case study
DOI:
https://doi.org/10.36311/2358-8845.2018.v5n2.11.p147Keywords:
Gestures, Writing, Intellectual Disability, SchoolAbstract
This study had for aim to analyze the role of gestures as a symbolic display of students with intellectual deficiencies in the learning of written language, based on the interactions that are established in the classroom. From this, the intention is to broaden the discussion about the appropriation of writing by these students at school, according to the Interactionist perspective of languages. In this text, we have attempted to make some brief reflection about the gesture movements performed by the students, linking them to the processes of building up writing skills. Considering the case studies of three students, we chose the case of Deise and we will present here, a brief report of this research that was carried out with this student, in a class of “Youth and Adult Education”, in a public school located in the city of Salvador (BA). The results that were found suggest the need to look into the various functions that gestures can reveal in the dynamics of interacting.
Downloads
Downloads
Published
Issue
Section
License
- The works published in RDPEE are the sole responsibility of their authors. The authors grant the journal the right of first publication, with the work simultaneously licensed under the Attribution-CC BY, which allows distribution, remixing, adaptation and creation from the work with recognition of the authorship and initial publication in this journal.
- The authors consent that their articles may be incorporated by RDPEE into indexers and databases that currently exist or may exist in the future; the owners of these databases may reproduce, transmit and distribute the texts, in whole or in part, in any form or means of electronic transmission that exists or may be developed in the future.
Qualis Capes (2017-2020)
Education: B1
