ATIVIDADE DE DESENHO COMO INSTRUMENTO MEDIADOR NO ENSINO E APRENDIZAGEM DE INGLÊS PARA UM ALUNO “DISLÉXICO”

• Main Author: Juliana Reichert Assunção Tonelli
• Format: Article
• Language: Portuguese
• Published: Universidade Federal de Goiás 2018-06-01
• Series: Linguagem: Estudos e Pesquisas
• Subjects: Dyslexia; Textual genre; Drawing
• Online Access: https://www.revistas.ufg.br/lep/article/view/54470/26083

This article presents the result of the analysis of a drawing activity used as a tool in the teaching and learning process of written understanding and production in English to a student diagnosed as "dyslexic" in a public school in the state of Paraná. The research that led to this work was developed in two phases. In the first one, nineteen English classes were observed in the context described. In the second phase (data generation), twelve lessons were taught by me, teacher-researcher, and a didactic sequence (DOLZ; PASQUIER; BRONCKART, 1993) was applied using the "letter of self-introduction" genre, in line with the theoretical and methodological assumptions of the Socio-Discursive Interactonism (SDI), as proposed by Bronckart (2003, 2004, 2006) and Schneuwly and Dolz (2004). Data were analyzed based on the SDI concepts, particularly in the instrument concepts (DOLZ; PASQUIER; BRONCKART, 1993; RABARDEL, 1995); mediation, (VYGOTSKY, 2001) and language skills (DOLZ; PASQUIER; BRONCKART, 1993). The results show the key role of the drawing activity as one of the mediating instruments and reveal that the student’s difficulties occurred due to the lack of development of his linguistic-discursive capacity in English. However, when he made use of strategies and revealed having action and discursive skills partially developed, he deconstructed his severe degree of dyslexia.