Influência da mídia sobre o olhar pedagógico da gagueira: reflexões iniciais

Abstract

Speech Therapy and audiology (FEAD).Conflict of interest: non-existent components should be well balanced for verbal fluency to be achieved.According to Brandi 3 , fluency is characterized by sequence, duration, speed and rhythm. These four parameters are frequently altered in stuttered speech.Formerly, disfluency was often seen as an error or defect of speech. Today, however, it is no longer regarded thus, since disfluency is known to allow time for the speaker to solve momentary difficulties concerning "what to speak" or "how to speak". Disfluencies are present in the speech of all speakers; those who are considered to be fluent simply produce a low amount of disfluencies 4 .Two types of disfluencies can be distinguished: normal disfluencies, which are produced by all speakers, and stuttered disfluencies. The most common disfluencies are hesitancies, interjections, revisions, interrupted words and repetitions of sentences. The disfluencies of the "stuttered" type consist of repetitions of syllables, words and sounds INTRODUCTIONLanguage is a form of communication distinctive of humans. It is a means of conveying information and permeates interpersonal relations, expressing individual thinking and conduct. Language enables individuals to interact 1 ; in the process of language acquisition, different linguistic components are gradually established and used productively 2 . These ABSTRACT Purpose: to verify the media influence on the knowledge of teachers in the municipal, state and private schools about stuttering, especially in childhood stuttering and describe the posture of teachers towards it. Method: the first experiment was carried from October 2009 to March 2011 with 300 teachers from the state, municipal and private schools. It was applied a questionnaire with questions on the knowledge and posture of teachers toward stuttering. It was made a descriptive statistical analysis and chi-square test (p<0,05). The second experiment was descriptive in which a survey was conducted about media and campaigns that could have reached the teachers participating in the research. Results: there was no statistically significant difference in responses by type of school and teacher training. Most teachers answered "do not know" on issues specific to stuttering. The majority, 95% believed that stuttering can be cured and the speech therapist is the professional most often mentioned for referral for children who stutter. Two not-governmental campaigns and nine programs about stuttering in the studied region were found. Conclusion: the content questioned to the teachers was presented to the public at different moments by specialized professionals, however it seems it has not been enough to significantly modify the teachers' perception on stuttering.

Gagueira na escola: efeito de um programa de formação docente em gagueira

“…As description of the results, the vast majority of educators had seen or knew someone who stutters, which goes against the available literature (7)(8)(9)(10)(11) , demonstrating that stuttering is a known issue, though educators do not know how to deal with these individuals (10) . The data indicated that most respondents believed to be a high prevalence of the disorder in the general population.…”

Ambiente Escolar E Gagueria: Uma Investigação Quanto Ao Conhecimento Dos Professores Acerca Do Aluno Portador De Gagueira Crônica

“…Celeste et al (2013), aponta em sua pesquisa que mesmo não recebendo nada do governo, algumas escolas já ofereceram algum tipo de evento com caráter educacional sendo que a grande maioria afirmou que nunca souberam ou participaram de algum tipo de atividade sobre o assunto. Embora não tenha sido encontrado na literatura utilizada, respostas específicas sobre o apoio governamental, sites do governo disponibilizam cartilhas de conteúdo educativo sobre a gagueira, todavia observamos que apenas a existência desse material não tem sido o suficiente para a capacitação dos professores para lidarem com o problema.…”

“…Todas as dificuldades escolares e problemas de socialização podem ser amenizados através de ações pedagógicas bem elaboradas e orientadas por um profissional capacitado e com conhecimento específico sobre a gagueira (CELESTE et al 2013). …”

“…Sendo assim, esse espaço deve ser elaborado não só baseado em condutas que favoreçam o aprendizado, mas também criando um meio saudável que respeite a individualidade de cada criança, respeitando seus problemas e limitações (CELESTE et al 2013). O grande número de ocorrência da gagueira na infância nos permite refletir sobre a sua relação com a escola, uma vez que a criança está inserida nesse meio desde o aparecimento dos primeiros sinais de disfluência até que a gagueira se torne crônica (CELESTE et al 2013).…”

“…Estudos sobre o assunto mostram como a gagueira e seus impactos sociais podem vir a prejudicar o processo de aprendizagem e o desempenho escolar. O que nos leva a questionar se os professores estão preparados para lidar com as particularidades trazidas pelos alunos gagos, e se eles têm consciência de que determinadas condutas podem prejudicar ou favorecer o desempenho escolar desse aluno (CARNILO et al 2011;CELESTE et al 2013).…”