Navegando por Palavras-chave "Written Language"

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    Desempenho escolar e de linguagem em crianças nascidas com baixo peso
    (Universidade Federal de São Paulo (UNIFESP), 2020-06-19) Nepomuceno, Pablo Felicio [UNIFESP]; Puccini, Rosana Fiorini [UNIFESP]; Universidade Federal de São Paulo
    Objectives: To verify associations between low birth weight, according to socio-demographic conditions and receptive and expressive language performance in the semantic, syntactic-semantic and pragmatic aspects, of metalinguistic, reading, writing and arithmetic skills of children between 6 and 10 years, enrolled in public schools in the municipality of Embu das Artes; specifically, to verify the association between reading and writing performance and arithmetic in this population. Method: 315 schoolchildren (176 girls and 139 boys) participated in the study, aged between 6.0 and 10.9 years, enrolled from the 1st to the 4th grade of Elementary School in municipal public schools of Embu das Artes. Of these children, 180 were born with low weight (<2500g) and 135 with weight equal to or above 2500g. The students were taken advantage of in terms of performance in writing, arithmetic and reading, by the Test of School Performance-TDE; and performance in receptive and expressive language and metalinguistic skills by the Language Competence Test-TLC (Ambiguous Sentences, Listening Comprehension: Making Inferences, Speaking: Recreating Acts of Speech and Figurative Language); the information attributed by the schools regarding the performance in the subjects of Portuguese Language (LP) and Mathematics (Mat) was presented, through School Mentions-ME. For data analysis, students were grouped into quartiles according to birth weight (P1: <2170g, P2: between 2171g and 2450g, P3: between 2451g and 3150g and P4:> 3150g). In order to verify the role of birth weight and the other variables considered in the study outcomes, comparisons, correlations and regressions were analyzed. Results: Weight at birth, in isolation, highlighting positive correlations with the Reading Subtest and the General performance of TDE, with P1 presenting a worse performance to the other groups. Birth weight, child and maternal education are dissipating as predictors of TDE and TLC performance. Overlapping the other predictor variables, the education of the participants influenced all the outcomes of the TDE and TLC. Different correlations were identified between the Arithmetic Subtest and the Writing and Reading Subtest to groups in each birth weight range and to the total number of individuals, regardless of birth weight range. Conclusion: Birth weight had a clinically measurable impact on the students' oral and written language. In isolation, birth weight affected aspects of written language, more specifically in reading. Already, added to other variables that predict associations in view of the clinical outcomes of interest in the study, birth weight demonstrated an influence on aspects of writing, arithmetic and metalinguistic competence in recognizing ambiguities. Although, the weight at birth of an individual can interfere with his development of oral and written language, the determination of these processes occurs in the face of a complex interaction that also includes sociodemographic factors such as advancement in schooling and family support, often represented by schooling maternal. In addition, students showed partial associations between performance in arithmetic, reading and writing, suggesting the existence of common mental processes between written language and mathematics.
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    Loucos Por Ler E Escrever: Oficina Expressiva Em Um Centro De Atenção Psicossocial Infantojuvenil
    (Universidade Federal de São Paulo (UNIFESP), 2017-12-11) Urso, Lourdes Aparecida D [UNIFESP]; Jurdi, Andrea Perosa Saigh [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The Psychosocial Care Centers are territorial and community-based services with interdisciplinary and intersectoral action, whose practices should integrate the clinical dimension with the politics. The expressive workshops are mental health care devices that seek to provide an exchange of experiences and an immersion in the cultural universe. In this perspective, the object of this study was to follow the realization of a workshop focused on the written language for adolescents of a Psychosocial Child and Adolescent Care Center in the city of São Paulo, pointing out the potentialities and limitations of the referred device. Seven adolescents users of the service, aged between thirteen and sixteen, participated in the group. The methodology used in this study was qualitative, in the form of research-intervention with an enunciative and dialogical perspective inspired by the studies of Mikhail Bakhtin. The field diary was an important source of data. In a period of three months and with the adition of a warm enviroment, playful resources and group interaction, different discursive genres were worked out, those were selected considering the universe of interest of young people, encouraging the oral and written expression. One of the limitations was the lack of visibility of the products generated in the workshops at the institutional level. The deslocation to a public library with the group was an important moment, causing repercussions on the interest for reading. It was possible to conclude that group experiences and contact with cultural objects in the perspective of literacy are potentially producers of health and life, since they allow the affirmation of singularity and the development of otherness and citizenship. With this proposal, language in the discursive perspective can be considered as another element to be valued in the creation of therapeutic projects for psychic suffering adolescents, producing necessary new studies that validate such perception.