O desenvolvimento da oralidade na disciplina de Língua Portuguesa no terceiro segmento da educação de jovens e adultos

O presente trabalho teve como objetivo principal investigar como a oralidade é desenvolvida na Educação de Jovens e Adultos, do terceiro segmento, na disciplina de Língua Portuguesa, em uma escola pública do Distrito Federal. Tal problemática surgiu ao ser analisada a questão temporal desta modalidade educacional: metade do tempo do ensino regular (18 meses). Observando que a oralidade é abordada por várias vezes nos objetivos gerais e específicos do Currículo em Movimento da Educação Básica – Jovens e Adultos, buscou-se analisar se a teoria é praticada em campo. Para embasamento teórico, foi utilizada pesquisa bibliográfica nas áreas de Linguística, Sociologia, Pedagogia, História e documentos legais, dando suporte para identificar a problemática em campo. Após todos os dados colhidos em campo (por meio da entrevista, questionário e observação), compilados e analisados, pôde-se perceber que, devido ao curto espaço de tempo, desmotivação da professora, cansaço dos estudantes e descaso da escola, a oralidade na prática é negligenciada e contradiz o que é explicitado nas diretrizes dessa modalidade, gerando uma cadeia de problemas sociais

Etude de la perception catégorielle des stimuli auditifs et visuels de parole sans contenu émotionnel chez les enfants du Spectre Autistique

The speech perception disorders are mainly implicated in the neuropathology in autism spectrum disorders. However, we do not know exactly what are the mechanisms involved in these disorders during the speech perception development in children with autism. This study examined the categorical perception profile of the speech sounds in auditory and visual modalities in autistics children with and without language delay (High-Functioning Autism (HFA)/Asperger syndrome (AS)). We compared two groups of children diagnosed HFA and AS and one group of typically developed children aged between 9-12 years. We used the behavorial tests like speech categorical perception with the natural and synthetic stimuli (vowels and consonants) in auditory modality, the visual (lip-reading) and audiovisual stimuli with the static and dynamic faces. The results revealed that the HFA have a categorical precision deficit in the identification of vowels and consonants in auditory and visual modalities, and a speech categorical perception deficit, with an allophonic perception. The categorical precision deficit is less marked for the AS children and they do not seem to have allophonic perception. These data suggest a deficit in the maturation of the cerebral regions implicated in the auditory and visual speech processes in children with autism, mainly in HFA children.Les troubles dans le traitement de la parole font partie de la neuropathologie dans l'autisme. Néanmoins, nous ne savons pas encore quels sont les mécanismes responsables de ces déficits au cours du développement perceptif chez l'enfant avec trouble du spectre autistique (TSA). Cette étude a comme objectif de mettre en évidence le profil de perception catégorielle des sons de parole dans les modalités auditives et visuelles de parole chez les enfants TSA avec et sans retard dans l'acquisition de la parole (Autisme d'haut niveau (AHN)/ syndrome d'Asperger (SA)). Nous avons étudié deux groupes d'enfants diagnostiqués AHN et SA, appariés à un groupe d'enfants de même âge chronologique et intellectuel avec développement typique âgés de 9 à 12 ans. Nous avons utilisé des tests comportementaux de perception catégorielle avec des stimuli naturels et synthétiques de parole (voyelles et consonnes) en modalité auditive, des stimuli visuels (lecture labiale) et audiovisuels avec des visages statiques et dynamiques. Nos résultats montrent que les enfants AHN présentent un déficit de la précision catégorielle dans l'identification des voyelles et des consonnes en modalités auditive et visuelle, et un déficit de perception catégorielle de la parole accompagné d'une perception allophonique. Les enfants SA présentent un déficit de précision catégorielle moins marqué et ne semblent pas avoir de déficit de perception catégorielle de la parole. Ces résultats suggèrent un déficit dans la maturation cérébrale des régions auditives et visuelles de parole chez les enfants TSA, surtout chez les enfants diagnostiqués d'autisme de haut niveau.PARIS7-Bibliothèque centrale (751132105) / SudocSudocFranceF

On the nature of the speech perception deficits in children with autism spectrum disorders

International audiencePrevious studies have claimed to show deficits in the perception of speech sounds in autism spectrum disorders (ASD). The aim of the current study was to clarify the nature of such deficits. Children with ASD might only exhibit a lesser amount of precision in the perception of phoneme categories (CPR deficit). However, these children might further present an allophonic mode of speech perception, similar to the one evidenced in dyslexia, characterised by enhanced discrimination of acoustic differences within phoneme categories. Allophonic perception usually gives rise to a categorical perception (CP) deficit, characterised by a weaker coherence between discrimination and identification of speech sounds. The perceptual performance of ASD children was compared to that of control children of the same chronological age. Identification and discrimination data were collected for continua of natural vowels, synthetic vowels, and synthetic consonants. Results confirmed that children with ASD exhibit a CPR deficit for the three stimulus continua. These children further exhibited a trend toward allophonic perception that was, however, not accompanied by the usual CP deficit. These findings confirm that the commonly found CPR deficit is also present in ASD. Whether children with ASD also present allophonic perception requires further investigations

Perception auditive et visuelle de parole chez les enfants du spectre autistique

International audienc