LEARNING TO WRITE DIFFICULTIES: AN ANALYSE OF CLINICAL ACCOMPANIMENTS OF THIS LANGUAGE MODALITY

Abstract

This research presents and analyses, from a language interational and discursive point of view, proposals of clinical accompaniments presented in manuals destined to dyslexic or reading and writing difficulties individuals. It also reflects above the relation among traditional practices involved with writing acquisition developed in educational context and proposals manuals of clinical accompaniments. We believe that mechanic and out of context tasks, devoid of grieved and without social role are produced into the educational and clinical environments as it is proposed in those manuals. In other words, in educational and clinical actions, the individual linguistic performance is surrounded by the artificiality of methods developed by fragmented conceptions of language. To overcome those mistakes, we analyze, in agreement with a social and discursive perspective of language, the history of a child taken as she had writing difficulties, we also highlight her writing productions which were made by the light of many dialogic plans. This analysis, embased in the comprehension of the singularity of the path trailed by this individual into the language learning process, allowed us to verify that this child is capable of acting above language, taking risks building her knowledge, producing texts with cohesion and coherence, as well as making different hypothesis about graphic and conventional aspects of writing. From this analysis, we stand some differences among the work with writing focused in a social and discursive perspective of language and the traditional practices with writing.