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Revista CEFAC

On-line version ISSN 1982-0216

Abstract

OLIVEIRA, Jáima Pinheiro de  and  NATAL, Rosyane Meyre Pimenta. Written language in the teacher's perspective: support for the speech therapist performance in the school. Rev. CEFAC [online]. 2012, vol.14, n.6, pp. 1036-1046.  Epub July 29, 2011. ISSN 1982-0216.  http://dx.doi.org/10.1590/S1516-18462011005000076.

PURPOSE: to describe a proposal that may contribute to the development of actions promoting health to back Speech therapists performance in school, based on educators' investigation on conceptions about the written language development process. METHOD: descriptive study performed through application of questionnaires in nineteen elementary school teachers in three public schools in a city in the State of Parana. The questionnaires contained questions on the development of written language, factors that favor and/or hinder this process. Data analysis was carried out through transcription of discursive replies and quantification of multiple-choice answers. From the content submitted in the replies, it was possible to create subject areas to be discussed. RESULTS: seven reports (35%) showing that the development process of written language starts at school were recorded; contact with writing was quoted twelve times (30%) as support for the development of written language; individual aspects were reported sixteen times (38%) as causes for learning difficulties; and there were twelve reports (39%) on forwarding to other professionals as a solution for such difficulties. CONCLUSION: educators have lack of fundamental knowledge for their educational practice regarding the literacy process, although most have training being consistent with what is advocated by LDB. It is not possible to generalize this conclusion, due to the small sized study sample.

Keywords : Speech, Language and Hearing Sciences; Health Promotion; Faculty; Child Language.

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