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Abstract(s)
Este trabalho realizou-se no âmbito do Mestrado em Letras, “Estudos Didácticos,
Culturais, Linguísticos e Literários”, tendo englobado na sua essência uma criança que
transitou do Projecto de Intervenção Precoce do Distrito de Castelo Branco para o Pré-
Escolar.
Depois de situarmos a Intervenção Precoce e a Educação Pré-Escolar no
contexto global do Sistema Educativo Português, não só do ponto de vista histórico
como também legislativo, reconheceu-se o papel importante que a família possui, tal
como todos os profissionais envolvidos na superação dos problemas inerentes ao
desenvolvimento da linguagem oral nas crianças que apresentam necessidades
educativas especiais.
Baseando-nos no modelo da Teoria do Processamento da Informação, tentámos
interpretar passos como a discriminação, a categorização e, de algum modo a atenção e
a memória, pois embora a cognição e a linguagem evoluam através de supra-estruturas
relacionadas com factores biológicos e sociais, foi através de uma actividade em
contexto pedagógico que testámos a capacidade da criança com défice cognitivo para
prestar atenção e saber detectar diferenças e, em simultâneo, analisámos as questões que
se prendem com a linguagem.
Com este estudo pretendemos, ainda, contribuir para a melhoria da intervenção
junto da criança diferente.
This work was produced within the framework of a Master’s degree in “Didactical, Cultural, Linguistic and Literary Studies”, having had as its basis a child that was transferred from the Castelo Branco Project of Precocious Intervention to the Pre-schooling project. After having situated the Precocious Intervention and the Pre-schooling Education in the global context of the Portuguese Education System, both of a historical and legislative view point, it is important to stress the role of the family as well as of all the professionals involved in the resolution of the problems to do with the development of the oral language in the children that present special educational needs. Based on the model of the Information Processing Theory, issues such as discrimination, categorization, and in a way, attention and memory were interpreted. Although cognition and language develop through supra-structures related to biological and social factors, it was through an activity in a pedagogical context that the child’s capacity with cognitive deficit to pay attention and know how to deal with differences was tested, and simultaneously questions which deal with language were also analysed. This study aims at contributing to the ‘indifferent’ child’s improvement in what intervention is concerned.
This work was produced within the framework of a Master’s degree in “Didactical, Cultural, Linguistic and Literary Studies”, having had as its basis a child that was transferred from the Castelo Branco Project of Precocious Intervention to the Pre-schooling project. After having situated the Precocious Intervention and the Pre-schooling Education in the global context of the Portuguese Education System, both of a historical and legislative view point, it is important to stress the role of the family as well as of all the professionals involved in the resolution of the problems to do with the development of the oral language in the children that present special educational needs. Based on the model of the Information Processing Theory, issues such as discrimination, categorization, and in a way, attention and memory were interpreted. Although cognition and language develop through supra-structures related to biological and social factors, it was through an activity in a pedagogical context that the child’s capacity with cognitive deficit to pay attention and know how to deal with differences was tested, and simultaneously questions which deal with language were also analysed. This study aims at contributing to the ‘indifferent’ child’s improvement in what intervention is concerned.
Description
Keywords
Intervenção precoce Educação pré-escolar Necessidades educativas especiais
Pedagogical Context
Citation
Publisher
Universidade da Beira Interior