Fonoaudiologia e educação: a constituição de uma parceria responsiva ativa

Abstract

The present work deals with the formation of a responsive active partnership between the Speech Therapy and Education. Although there is a consensus amongst the Speech, Language and Hearing Sciences about the relevance of its inclusion in the school context, the same can´t be said about the definition of the principles and practices involved in such matter. Thereforth, the aim of this study is to analyze the contribution of a proposed speech therapy intervention by the teachers working in the 1st, 2nd year and 1st and 2nd graders at a school in the city of Piraquara, State of Paraná (EMHS). The research methodology involved the design, implementation and analysis of a proposed intervention that was systematized from the precepts of Bakhtin’s enunciative theory, anchored in a socio-historical perspective of the qualitative research, grounded on dialogism and alterity, which is called intervention research in Human Sciencies. The proposed of the intervention has the aim of promoting the “group work” with and through language, provide significant practices of orality, through narratives, reading and writing from different textual genres. The implementation of the proposition took place over a period of 21 months (from April 2010 to December 2011), in which 20 pre-scheduled theoretical and dialogical meetings of two hours and forty five minutes each were performed along with 18 teachers of EMHS. There was also the involvement of the researcher in the time-activity of said teachers and active observation inclassroom and in other situations of school context. The proposition analysis was made by review of the videos and reading of transcripts of the theoreticaland dialogical meetings, as well as of the written reports concerning the field notes and enunciative records focused on discussions and practices related to reading and writing that pointed toward the partnership between the subjects of research, regarding the following two aspects: (a) the constitution of the group and the joint efforts between speech therapist/researcher-psychologisteducators and (b) the development of discussions, readings and writing practices in the proposed intervention as well as the partnership between it´s members. These findings revealed that the proposed intervention favors the active responsive joint efforts between speech therapist and teachers by means of socialization of theoretical and practical knowledge between these professionals and the redefinition of the role of the speech therapist in the school context. Reports of the life histories of teachers helped to reclaim and rebuild their experiences related to reading and writing. The theoreticalreflexive discussions provided privileged dialogical situations and also the encounter and knowledge sharing. In brief synthesis, the reflection, experimentation, inquiries, and especially the building of knowledge bridges between the speech therapist and the teachers allowed both professionals to become responsive subjects and authors of their practice, with the aim to achieve changes that allow access to the acquaintance of the written language by the brazilian population.