Aquisição de linguagem de crianças institucionalizadas e não institucionalizadas
Data
2022-12-12
Autores
Hayakawa, Juliana Fantato 
Orientadores
Bassani, Indaiá de Santana
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa, de natureza bibliográfica, tem como tema a aquisição de linguagem de crianças institucionalizadas em comparação com crianças não institucionalizadas. Entende-se por crianças institucionalizadas aquelas que, por algum motivo, foram separadas de seus familiares e residem em instituições que outrora eram conhecidas com orfanatos. Objetivos: i. produzir um levantamento de literatura sobre aquisição de linguagem e desenvolvimento infantil em termos de comparação da aquisição e desenvolvimento da linguagem em crianças institucionalizadas e não institucionalizadas; ii. observar em que áreas do desenvolvimento linguístico, lexical e gramatical (fonológico, morfossintático e semântico-pragmático) são relatadas as maiores diferenças no processo de aquisição entre os grupos; iii. analisar os achados destes estudos e promover uma discussão à luz das teorias psicogenéticas para aquisição de linguagem. Metodologia: A pesquisa de caráter bibliográfico sistematiza os dados empíricos aplicados em quatro estudos nacionais e internacionais, que investigam, por meio de pesquisas de campo, o desenvolvimento linguístico de crianças em ambiente institucional comparado ao desenvolvimento linguístico de crianças fora desse contexto. São eles: Nobrega e Minervino (2020); Misquiatti et al, (2020); Ralli et al (2017); Windsor, Glaze e Koga (2007). Resultados: Nos resultados, podemos observar que crianças institucionalizadas apresentam baixo rendimento em todos os níveis linguísticos analisados referentes à aquisição de linguagem quando comparadas com crianças que residem com seus pais biológicos. Esse fato pode ser observado em todos os estudos apresentados, independentemente do país e da metodologia dos testes aplicados. Discussão: Para a discussão teórica, a partir dos resultados observados no levantamento bibliográfico, a pesquisa abordará a teoria psicogenética e materialista dialética de Henri Wallon, que considera a díade genética/afetividade a conjunção para o desenvolvimento da inteligência e, por consequência, da linguagem (WALLON, 1942, 1972, 2010); e de Noam Chomsky, que considera que a linguagem é inata ao ser humano e que, independentemente do meio, se houver condições adequadas, a linguagem acontecerá por maturação dos processos biológicos (CHOMSKY, 1986, 2009).
This bibliographic research aims at comparing the language acquisition of institutionalized to non-institutionalized children. Institutionalized children are understood to be those who, for some reason, were separated from their families and reside in institutions that were once known as orphanages. Objectives: i. do literature research on language acquisition and child development comparing do literature research on language acquisition and child development comparing institutionalized and non-institutionalized children.; ii. observe in which areas of linguistic, lexical and grammatical development (phonological, morphosyntactic and semantic-pragmatic) the greatest differences in the acquisition process between both groups are reported; iii. analyze the findings of these studies and promote a discussion based on psychogenetic theories for language acquisition. Methodology: The bibliographical research systematizes the empirical data applied in four national and international studies that investigate, through field research, the linguistic development of children in an institutional environment compared to the linguistic development of children outside this context. They are: Nobrega and Minervino (2020); Misquiatti et al, (2020); Ralli et al (2017); Windsor, Glaze and Koga (2007). Results: In the results, we can observe that institutionalized children present low performance in all linguistic levels analyzed regarding language acquisition when compared to children who live with their biological parents. This fact can be observed in all the studies presented, regardless of the country and the methodology of the tests applied. Discussion: For the theoretical discussion based on the results observed in the bibliographic research not survey, the work will approach the psychogenetic and dialectical materialism theory of Henri Wallon, which considers the genetic/affection dyad to be the conjunction for the development of intelligence and, consequently, of language (WALLON , 1942, 1972, 2010) and Noam Chomsky, who considers that language is innate to human beings and that regardless of the environment, if there are adequate conditions, language will occur through the maturation of biological processes (CHOMSKY 1986, 2009).
This bibliographic research aims at comparing the language acquisition of institutionalized to non-institutionalized children. Institutionalized children are understood to be those who, for some reason, were separated from their families and reside in institutions that were once known as orphanages. Objectives: i. do literature research on language acquisition and child development comparing do literature research on language acquisition and child development comparing institutionalized and non-institutionalized children.; ii. observe in which areas of linguistic, lexical and grammatical development (phonological, morphosyntactic and semantic-pragmatic) the greatest differences in the acquisition process between both groups are reported; iii. analyze the findings of these studies and promote a discussion based on psychogenetic theories for language acquisition. Methodology: The bibliographical research systematizes the empirical data applied in four national and international studies that investigate, through field research, the linguistic development of children in an institutional environment compared to the linguistic development of children outside this context. They are: Nobrega and Minervino (2020); Misquiatti et al, (2020); Ralli et al (2017); Windsor, Glaze and Koga (2007). Results: In the results, we can observe that institutionalized children present low performance in all linguistic levels analyzed regarding language acquisition when compared to children who live with their biological parents. This fact can be observed in all the studies presented, regardless of the country and the methodology of the tests applied. Discussion: For the theoretical discussion based on the results observed in the bibliographic research not survey, the work will approach the psychogenetic and dialectical materialism theory of Henri Wallon, which considers the genetic/affection dyad to be the conjunction for the development of intelligence and, consequently, of language (WALLON , 1942, 1972, 2010) and Noam Chomsky, who considers that language is innate to human beings and that regardless of the environment, if there are adequate conditions, language will occur through the maturation of biological processes (CHOMSKY 1986, 2009).