This thesis is about partnerships involving congenitally deafblind people journeying towards language. The focus will be on the first steps of that journey: how partnerships make initial moves away from the here-and-now. In order to understand how this happens in the tactile medium, this thesis will draw on Reddy’s model (2003 and 2008) of the expanding awareness of the objects of the other’s attention to analyse how both partners are able to share attention to self, what self does, what self perceives and finally what self remembers. Demonstrating that both partners can operate at each of these four stages in the tactile medium then allows me to focus particularly on the final stage, what self remembers, and ask: what happens within partnerships if either partner brings movements, gestures or signs that refer to people, objects, places or events not present? Do both partners come to comprehend and produce such referential movements, gestures and signs in forms perceivable by both? Such questions will be considered against the backdrop of the dialogical framework, since in any exploration of human interaction it makes no sense simply to consider it from one perspective. At all times throughout this thesis, the focus will be on partnership. This thesis raises a number of practical recommendations about approaches and attitudes to be adopted by non-deafblind partners if language is going to be an outcome for their partnerships with congenitally deafblind people. But it will also conclude with a number of theoretical questions about how we define language in the first place.

Submitted by Caroline Periotto (carol@ufscar.br) on 2016-10-03T12:55:03Z No. of bitstreams: 1 DissVCBB.pdf: 2619281 bytes, checksum: 2f5637e485c593fd995c61ac14eb2689 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:49:06Z (GMT) No. of bitstreams: 1 DissVCBB.pdf: 2619281 bytes, checksum: 2f5637e485c593fd995c61ac14eb2689 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-10T18:49:14Z (GMT) No. of bitstreams: 1 DissVCBB.pdf: 2619281 bytes, checksum: 2f5637e485c593fd995c61ac14eb2689 (MD5) / Made available in DSpace on 2016-10-10T18:49:25Z (GMT). No. of bitstreams: 1 DissVCBB.pdf: 2619281 bytes, checksum: 2f5637e485c593fd995c61ac14eb2689 (MD5) Previous issue date: 2016-03-08 / Não recebi financiamento / The objective of this study was to analyze the development of communicative actions in a child with congenital deafblindness after the Cochlear Implant (CI). The study took place in an inclusive public school with Service Center specializes in the area of Deafblind. Research it is a case study of a child with congenital deafblindness full, ie without hearing or visual residue and at eight was submitted to the IC. The child started the service in this center in 2011 and in 2013 passed the CI surgery, so in 2014 the device was activated, causing there was the possibility of communication using a sensory pathway. Data collection initially consisted of desk research in the records of the initial calls before the IC, then there was the interview with the mother, caregiver and teacher. still consisted with initial assessment through data collected in documentary research and final evaluation after the IC. To collect data after the IC, there were three weekly sessions lasting 3 hours, the comments were in attendance in activities such as reception, food, auditory stimulus and orientation and mobility. The data obtained were analyzed qualitatively according to the table of communicative competence levels, according to Rowland & Stremel-Campbell, adapted by Cambruzzi, considering them as a criterion for measuring the development of the child's communicative actions. The results showed progress in language acquisition, ie, the child presented intentional efficient communication using reference objects to express their desires and communicative actions to others. The family found itself without the support of a specialist that offers support to foster the process of communicative actions in their home environment. The results show a gradual development of communication levels after IC. However, it was noted that the presence of a qualified professional in the field of deafblindness paying attention not only the child is necessary, but family support for the success of communicative actions actually happen. / O objetivo do presente trabalho foi analisar o desenvolvimento das ações comunicativas em uma criança com surdocegueira congênita após o Implante Coclear (IC). O estudo aconteceu em uma escola pública inclusiva com Centro de Atendimento Especializado na área da Surdocegueira. A pesquisa trata-se de um estudo de caso de uma criança com surdocegueira congênita total, isto é, sem resíduo auditivo ou visual e que aos oito anos foi submetida ao IC. A criança iniciou o atendimento neste Centro no ano de 2011 e no ano de 2013 passou pela cirurgia de IC, assim, no ano de 2014 o aparelho foi ativado, fazendo com que houvesse a possibilidade de comunicação utilizando uma via sensorial. A coleta de dados consistiu inicialmente em pesquisa documental nos registros dos atendimentos iniciais, antes do IC, em seguida, houve a entrevista com a mãe, a cuidadora e a professora. Constou ainda com avaliação inicial por meio dos dados coletados na pesquisa documental e avaliação final, após o IC. Para a coleta de dados após o IC, foram realizadas três sessões semanais com duração de 3horas, as observações foram nos atendimentos em atividades como recepção, alimentação, estímulo auditivo e orientação e mobilidade. Os dados adquiridos foram analisados qualitativamente de acordo com a tabela dos níveis de competência comunicativas, segundo Rowland & Stremel-Campbell, adaptada por Cambruzzi, considerando-os como critério para a aferição do desenvolvimento das ações comunicativas da criança. Os resultados apresentaram evolução na aquisição da linguagem, ou seja, a criança apresentou comunicação eficiente intencional, utilizando objetos de referência para expressar seus desejos e ações comunicativas a outros. A família encontrava-se sem apoio de um profissional especializado que oferecesse suporte para favorecer o processo das ações comunicativas em seu ambiente familiar. Os resultados demonstram desenvolvimento gradativo dos níveis de comunicação após o IC. No entanto, notou-se que é necessário a presença de um profissional qualificado na área da surdocegueira prestando atendimento não só a criança, mas apoio à família para que o sucesso das ações comunicativas realmente aconteça.