APPROPRIATION OF THE WRITING SYSTEM BY PEOPLE WITH DOWN’S SYNDROME

Abstract

ABSTRACT

Children and young people with Down Syndrome (DS) may experience difficulties when entering the world of letters, due to a set of factors that may be beyond those of organic, interactional origin. We consider that the factors with the greatest impact on the appropriation of the Alphabetical Writing System (SEA) are the result of the ignorance of the syndrome and the potential of these people. This work evaluated, in the light of Discursive Neurolinguistics (DN) and Historical-Cultural Theory, the effectiveness of activities applied to people with DS in the process of initial development of reading and writing. Three participants were selected for this investigation, which are part of the attendance of the group of studies and research in Down syndrome - FALA DOWN, which is part of the Laboratory of Research in Neurolinguistics - LAPEN, located at the State University of Bahia (UESB), Vitória da Conquista campus -BA. The data analysis approach of the present study is qualitative, so, from the perspective of DN, the environment is a direct source of data and the researcher, based on what he already knows about the investigated clinical case, is responsible for interpreting the events in the face of discursive situations. In order to get to know and draw a profile respecting the specificities of these individuals, interviews were conducted with the mothers. In order to have as a base a parameter that would analyze the current competencies required for the appropriation of the alphabetical writing system, the documents of the government's More Literacy program, such as their assessments, guidelines, matrices and manuals, were used. The applications of these evaluations were carried out differently from the model performed in schools. Attendances were made in weekly, individual and collective intervention sessions, each lasting 45 minutes. The problems found were analyzed and a selection of planned activities was made to identify the difficulties encountered. We analyzed the effectiveness of Paulo Freire's literacy proposal, considered its compatibility in the appropriation of the linguistic structures required by SEA, in the acquisition of written language for people with DS in different age groups than their neurotypical peers. Thus, making some adaptations in the activities proposed to the subjects of this research, we used the method of Paulo Freire and the cards called “discovery cards”. We can consider, by the final results, but not exhausting the possibilities of analysis, that the use of significant strategies developed by the researcher was fundamental for the structures of the alphabetical writing system (SEA) to be internalized and appropriated by the subjects participating in the research. We conclude that one of the subjects has not yet reached basic conventions for the appropriation of SEA, however it is still in the process of development, the other two have appropriated many rules and conventions of the alphabetical writing system, being able to be considered literate and capable of being literate in what governs the official determinations of the Brazilian literacy system.