Um corpo de recursos: Análise de ações corporificadas e construção de turnos entre terapeuta e crianças autistas minimamente verbais
Data
2022-12-06
Autores
Guerra, Ana Caroline Lopes Gomes 
Orientadores
Cruz, Fernanda Miranda
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A presente pesquisa discute uma concepção de linguagem corporificada e situada a
partir da análise de situações envolvendo duas crianças autistas e sua terapeuta. O enfoque da
análise está em identificar como os participantes conduzem suas ações dentro de regras de
temporalidade e de sequencialidade de uma dinâmica interacional que envolve trocas de turnos.
Elegemos as dinâmicas de turno como lugar central para esta investigação. O turno é uma ação
local em que os participantes da interação monitoram as características de possíveis finalizações
e identificam aspectos sobre projetabilidade, além da identificação de seleção de próximo
falante e averiguação a respeito de que tipo de ação está sendo realizada por meio da fala e no
curso da interação com o outro. Entender e descrever as dinâmicas de turnos em interações das
quais participam crianças autistas pode dar visibilidade a essa capacidade analítica exigida da
criança para a própria dinâmica de trocas e gerenciamento de turnos ou para as dificuldades
desses sujeitos autistas em identificarem tal dinâmica e gerenciar as trocas de turnos. Do ponto
de vista metodológico, os dados são de um corpus audiovisual de registros de sessões
individuais e presenciais de avaliação e de terapia fonoaudiológica de crianças autistas
conduzidas por fonoaudiólogas. Selecionamos um tipo de interação que envolve, em momentos
distintos, duas crianças autistas que são introduzidas a um sistema de Comunicação Alternativa
Aumentativa (CAA) chamado Picture Exchange Communication System – PECS (BONDY e
FROST, 2009). Ambas as crianças são do sexo masculino, são irmãos gêmeos, possuem sete
anos de idade e apresentam perfil sociointeracional minimamente verbal. Para transcrever os
dados desse estudo, foi utilizada a convenção de transcrição multimodal elaborada por
Mondada (2014a). As transcrições foram realizadas manualmente e com auxílio de um software
de anotação multimodal denominado ELAN (WITTENBURG et al., 2006). As nossas análises
sugerem se e como essas duas crianças autistas, nestas interações situadas, contribuíram e
coordenaram juntamente com a terapeuta a construção da dinâmica interacional através dos
recursos multimodais, se orientando para as pistas da estrutura verbal e para os recursos
corporificados das unidades de turno do interlocutor. Durante o curso da interação, as crianças
autistas realizaram e publicizaram ações como: avaliação de finalização do turno e coordenação
de várias ações simultâneas; acompanhamento de distintas práticas de atenção que se
estabeleceram; sustentação dos turnos corporalmente, além de mobilizar diferentes recursos
multimodais para a estruturação das Unidades de Construção de Turno. As análises mostram
ainda que essas ações coexistiram também com as dificuldades interacionais dessas crianças e
com a ausência da fala.
The present research discusses a conception of embodied and situated language from the analysis of situations involving two autistic children and their therapist. The focus of the analysis is to identify how the participants conduct their actions within the rules of temporality and sequentiality of an interactional dynamic that involves turns. We chose turns dynamics as a central place for this investigation. The turn is a local action in which the participants of the interaction monitor the characteristics of possible endings and identify aspects of projectability, in addition to identifying the selection of the next speaker and ascertaining what type of action is being carried out through speech and during interaction with the other. Understanding and describing the dynamics of turns in interactions in which autistic children participate can give visibility to this analytical capacity required of the child for the very dynamics of exchanges and management of turns or for the difficulties of these autistic children in identifying such dynamics and managing the exchanges of turns. From the methodological point of view, the data refer to an audiovisual corpus of records of individual and face-to-face assessment and speech therapy sessions for autistic children conducted by speech therapists. We selected a type of interaction that involves, at different times, two autistic children who are introduced to an Augmentative Alternative Communication (AAC) system called Picture Exchange Communication System – PECS (BONDY and FROST, 2009). Both children are male, are twins, are seven years old and have a minimally verbal socio-interactional profile. To transcribe the data from this study, the multimodal transcription convention developed by Mondada (2014a) was used. Transcriptions were performed manually and with the aid of a multimodal annotation software called ELAN (WITTENBURG et al., 2006). Our analyzes suggest if and how these two autistic children, in these situated interactions, contributed and coordinated together with the therapist, the construction of the interactional dynamics through the multimodal resources, orienting themselves to the verbal structure cues and to the embodied resources of the turn units of the interlocutor. During the course of the interaction, the autistic children performed and publicized actions such as: end of turn assessment and coordination of several simultaneous actions; monitoring of different established joint care practices; bodily support of turns, in addition to mobilizing different multimodal resources for the structuring of Turn Construction Units. The analyzes also show that these actions also coexist with the interactional difficulties of these children and with the absence of speech.
The present research discusses a conception of embodied and situated language from the analysis of situations involving two autistic children and their therapist. The focus of the analysis is to identify how the participants conduct their actions within the rules of temporality and sequentiality of an interactional dynamic that involves turns. We chose turns dynamics as a central place for this investigation. The turn is a local action in which the participants of the interaction monitor the characteristics of possible endings and identify aspects of projectability, in addition to identifying the selection of the next speaker and ascertaining what type of action is being carried out through speech and during interaction with the other. Understanding and describing the dynamics of turns in interactions in which autistic children participate can give visibility to this analytical capacity required of the child for the very dynamics of exchanges and management of turns or for the difficulties of these autistic children in identifying such dynamics and managing the exchanges of turns. From the methodological point of view, the data refer to an audiovisual corpus of records of individual and face-to-face assessment and speech therapy sessions for autistic children conducted by speech therapists. We selected a type of interaction that involves, at different times, two autistic children who are introduced to an Augmentative Alternative Communication (AAC) system called Picture Exchange Communication System – PECS (BONDY and FROST, 2009). Both children are male, are twins, are seven years old and have a minimally verbal socio-interactional profile. To transcribe the data from this study, the multimodal transcription convention developed by Mondada (2014a) was used. Transcriptions were performed manually and with the aid of a multimodal annotation software called ELAN (WITTENBURG et al., 2006). Our analyzes suggest if and how these two autistic children, in these situated interactions, contributed and coordinated together with the therapist, the construction of the interactional dynamics through the multimodal resources, orienting themselves to the verbal structure cues and to the embodied resources of the turn units of the interlocutor. During the course of the interaction, the autistic children performed and publicized actions such as: end of turn assessment and coordination of several simultaneous actions; monitoring of different established joint care practices; bodily support of turns, in addition to mobilizing different multimodal resources for the structuring of Turn Construction Units. The analyzes also show that these actions also coexist with the interactional difficulties of these children and with the absence of speech.