A relação aluno-escrita: questões relativas à deficiência intelectual na alfabetização

Abstract

The difficulties encountered by school phase students are numerous and require a reflection about the limits between normal and pathological (CANGUILHEM, 2009).This work problematizes the subject-writing relation considering students with an “intellectual disability” diagnosis from the principle that writing happens for each human being when a certain path related to the symbolic function is completed (POMMIER, 1998). This research focuses on students who attend Middle School of Public System. The purpose of this study is to analyze the writing acquisition process of these subjects in order to discuss two conflicting hypotheses: (1) they learn by the effect of a properly designed method, or (2) by the effect of a transfer relationship established between teacher/student that crosses the relation of the student with the object to know (FREUD, 1996; LACAN, 1998). The theoretical perspective assumed is the Language Clinic, introduced in LAEL-PUCSP, which has European Structuralism as soil to think the Language and the Hypothesis of the Unconscious to reflect about the subjective constitution of these subjects. The methodology adopted will be the case study. It is expected that the results will confirm impressions of experiences already lived that children with some intellectual disabilities achieve satisfactory results through transfer by understanding what methods mere supports of the literacy process are, not the cause of it.