Bakalauro darbe analizuojama tarmių įtaka mokiniams, turintiems rašymo sutrikimų. Tyrimas buvo atliekamas 3 - 4 klasėse bendrojo lavinimo mokyklose: Biržų ,,Kaštonų‘‘ pagrindinėje mokykloje, Skirsnemunės Jurgio Baltrušaičio pagrindinėje mokykloje, Šakių ,,Varpo‘‘ pagrindinėje mokykloje, Šakių rajono Plokšių mokykloje – daugiafunkciame centre, Telšių rajono Buožėnų pagrindinėje mokykloje, Telšių rajono Kaunatavos pagrindinėje mokykloje. Tyrime dalyvavo 105 respondentai, kurie yra 3 – 4 klasių mokiniai iš aukštaičių ir žemaičių tarmės. Tyrime dalyvavo 23 žemaičių tarmės mergaitės, 27 aukštaičių tarmės mergaitės, 27 aukštaičių tarmės berniukai, 28 žemaičių tarmės berniukai. Užduotys buvo sudarytos remiantis logopedo knyga, o atpasakojimas buvo naudojamas iš teksto suvokimo užduočių, kurias sudarė Senkauskienė, Glazauskienė (2013). Turinio analizės metodu buvo tiriama ar daro įtaką tarmės mokiniams, turintiems rašymo sutrikimų. Analizuojamos mokinių bendrosios bei specifinės klaidos. Po to buvo lyginami aukštaičių ir žemaičių tarmės mergaičių rašto darbai bei aukštaičių, ir žemaičių tarmės berniukų rašto darbai. Taip pat lyginama aukštaičių tarmės berniukų ir mergaičių rašto darbai bei žemaičių tarmės berniukų, ir mergaičių rašto darbai. Tyrimu nustatyta, kad tarmės daro poveikį mokiniams, turintiems rašymo sutrikimų. Didžiausią įtaką daro žemaičių tarmė. Mokiniai dažniausiai rašo taip kaip kalba tarminėje aplinkoje. Pasirinktas tyrimo metodas padėjo nustatyti, jog tarmės... [toliau žr. visą tekstą] / This bachelor thesis analyzes the influence of dialects for school age children with written language disorders. The research was competed in 3 - 4 classes of the mainstream schools, such as: Birzu ,,Kastonu‘‘, Skirsnemunes Jurgio Baltrusaicio, Sakiu ,,Varpo“ primary schools, Ploksciu primary school - multifunctional center in Sakiu area, Buozenu, Kaunatavos primary schools in Telsiu area. There were 105 respondents in this study, who are 3 – 4 class pupils speaking with aukstaiciu (Highlanders) and zemaiciu (Samogitian) dialects. There were 23 school girls and 28 school boys with samogitian dialects and 27 girls and 27 boys with highlanders dialect in this study. The tasks for this study were developed based on the book of Speech language therapist (SLT’s book). The retelling tasks were been used from the text comprehension tasks, prepared by Senkauskienė, Glazauskienė (2013). Content analysis was used to investigate if dialects affect students with writing problems. There were analyzed general and specific mistakes of the students'. In the second stage were compared written tasks between girls with highlander and samogitian dialect and boys with highlander and samogitian’s dialect. As well there were compared written tasks between boys and girls with highlander’s dialect and boys and girls with samogitian’s dialect. The study found that the dialect affects students who have writing disorders. The greatest influence has the samogitian dialect. Students usually write the... [to full text]

Punctuation is an indispensable element in formal and literary texts as well as everyday writing. Studying punctuation is therefore necessary in order to understand written language. Still, it does not fit easily into descriptions of language as an abstract, given system, composed of lexicon and grammar. Within the framework of Bakhtinian dialogism, however, linguists have started to study languaging as an interactive, situated process, meaningful in concrete, embodied utterances. While many such studies have focused on spoken language, this PhD dissertation is an attempt to study written language from a dialogical perspective. The aim of the study is to explore the functions of punctuation and to integrate the analysis of punctuation into a broader theoretical under­standing of written language. This is achieved through qualitative analyses of three contemporary Swedish novels: DIVA by Monika Fagerholm (1998), Förvandling by Eva Adolfsson (2005) and Fadevår, tack för ljuset! by Fredrik Ekelund (2010). In order to discover the rich meaning of specific instances, linguistic details are studied in relation to different aspects of context: the local co-text of the sentence, paragraph, chapter and novel as a whole, relevant intertextual contexts, and, to some extent, contemporary literary movements and technological developments, etc. In all of the three novels, punctuation is an integrated element of style and characterization, and important thematic aspects of each novel are visible at the level of punctuation. General patterns are also to be seen, the most important of which concern, firstly, how punctuation divides the units of written language, and regulates the relationship between these units, and secondly, how shifts in voice and tone are constructed in the novels with the help of punctuation. Furthermore, punctuation can create visually iconic references. The results have many implications for further research. Punctuation is a necessary and integrated part of written meaning-making and should not be overlooked in text analyses. Moreover, punctuation plays a crucial role in the construction of aspects like viewpoint and discourse presentation, which can no longer be ignored. On the spatial surface of text, writers and readers create complex interplays of voices.

The society we live in today is covered by information and messages that are created by different forms of expression. Children born in this digital society, where they learn how to communicate through resources that they encounter in the kindergarten environment. In the kindergarten curriculum (Lpfö 98/10, p.10) says that "pre-school should strive to ensure that children develop an interest in the written language and an understanding of symbols and their communicative functions." For children to learn the written language, it is important that they exercise it through the different tools available in their environment. Through my thesis I have investigated children's written language development with a focus on writing. I have investigated children's understanding of scripture through various writing activities, that is to say with paper and pencil, letter stamps and the "e-reader" (Ipad). The survey was conducted through a qualitative study where both observations and interviews were used with the purpose of the study and issues. The issues analyzed in the study were: How children perceive their writing in various writing activities? How children understand newspapers, letters and postcards? What understanding have children of ICT use? Through the study, I have chosen to visit a kindergarten, where children between three and five years were attended in the study. But I focused myself most to the children between four and five years old, because at that age they want to explore and learn about their environment. In the analysis and results section, I have used three tables to write down the children's exact words about how they understood the written language and how they simultaneously acted to writing activities. Then I analyzed the results which I have linked to previous research and theoretical concepts.

The study of emotional language use and production within UK adolescent therapeutic populations has received relatively little attention compared to other client-, process- and outcome factor research. In recent years, novel and distinct methods of delivering therapy that rely on the production and interpretation of language are increasing in popularity, compared to traditional therapeutic models that use non-verbal aspects of communication in the therapeutic process. In order to explore how aspects of emotional language production may inform clinicians about therapeutic interventions with a UK adolescent population, two studies were designed to analyse how adolescents use written emotional language to indicate their psychological wellbeing, identity and agency development through receipt of psychological intervention. A quantitative study was designed to measure therapeutic and non-therapeutic adolescents’ production of positive and negative emotional word frequency through free-response narratives. Positive and negative emotional word frequencies were assessed for relationships with measures of trait emotional intelligence (TEIQue-ASF; Petrides et al., 2006) and psychological wellbeing (18-item PWBS; Clarke et al., 2001). Multiple regression analyses determined that trait emotional intelligence significantly predicted psychological wellbeing, but positive and negative emotional word production and therapeutic experience did not. A qualitative study using Parker’s (2005) methods of narrative analysis of limited narratives focused on exploring how adolescents who have experienced therapy construct narratives. The analysis illustrated the construction of agency in developing adolescent identities and accounts of helpful and unhelpful events in therapeutic interventions, which became the primary narrative genres. Emotional contexts were highlighted in exploring the functions of emotional language in constructing stories of adolescent agency and identity in therapy. The results of both studies, their contributions to, and implications for clinical practice and counselling psychology are discussed in relation to novel or modern methods of delivering therapeutic interventions tailored to this developmental population, and in the wider socio-political context.

Dentro do enquadre da pesquisa em psicoterapia, este trabalho investigou em que medida o uso de narrativas no contexto de psicoterapia de orientação psicanalítica pode tornar-se um instrumento de intervenção e análise para adolescentes que fazem sintoma na aprendizagem da linguagem escrita-alfabetização. Participou desta pesquisa um adolescente institucionalizado de treze anos, selecionado na clínica escola da Universidade Federal do Rio Grande do Sul, e que apresentava recorrentes dificuldades de alfabetização. Os critérios de inclusão de participação foram: três repetições da primeira série; não apresentação de desvios de ordem neurológica, intelectual ou psicolingüística; e intervenções psicopedagógicas que resultaram sem sucesso. Os dados para este trabalho foram provenientes do tratamento psicoterápico que teve a duração de um ano, perfazendo um total de quarenta e quatro sessões individuais. As sessões foram gravadas e transcritas literalmente ao longo do processo clínico. O material utilizado para a análise provém das sessenta e sete produções escritas e orais em forma de músicas e raps, realizadas conjuntamente com a pesquisadora-terapeuta no período deste ano de psicoterapia. Deste total, foram selecionados um conjunto de nove narrativas que foram compostas em formato de músicas e raps, tendo como critério de seleção o tempo total do tratamento dividido por meses. A cada dois meses selecionou-se duas composições que foram consideradas exemplos destes períodos, devido à maior recorrência de cada uma delas.Os dados foram submetidos a duas análises, realizadas com o mesmo conjunto de composições. A primeira análise indicou que as composições musicais estruturam-se como narrativas, segundo os princípios de sucessão e transformação, propostos por Tzvetan Todorov. A especificidade encontrada no contexto psicoterápico diz respeito à característica repetição. A segunda análise do discurso narrativo considera a questão da Voz do narrador, a partir de Genette. O resultado desta análise mostrou o processo de construção de um sujeito-autor de suas produções como efeito da narratividade do paciente no contexto psicoterápico, ao direcionar sua narração ao seu interlocutor, o terapeuta. Os resultados, ao possibilitarem a análise do processo de construção da autoria, permitem concluir que o uso de textos narrativos em contexto psicoterápico constitui-se como um instrumento eficaz de intervenção no sintoma da não-aprendizagem. / Within the psychotherapy research framework, this study investigated how the use of narratives in the psychoanalytic oriented psychotherapy context may become an instrument of intervention and analysis for adolescents who show symptoms in writing and reading. Participated in this research an institutionalized thirteen year-old adolescent, selected from the Federal University of Rio Grande do Sul school clinic, and who displayed recurrent reading problems. Inclusion criteria for participation were: three times first-grade repetitions; no presentation of any neurological, intellectual or psycholinguistic disorders; pedagogic interventions without success. Data of this work were drawn from one-year psychotherapy, totalizing forty-four individual sessions. The clinical sessions were tape-recorded and fully transcribed. The material used in the analysis came from sixty-seven oral and written productions. These were music and raps composed together with the research-therapist during the one-year psychotherapy. From this total number, a group of nine narratives, composed in music and rap formats, was selected. The treatment total time was divided by month, resulting that at each two months two compositions were selected as examples, inasmuch the recurrence of each of them. The same compositions were submitted to two different analyses. The first analysis showed that these particular compositions are structured as narratives, as proposed by Tzvetan Todorov. The specificity found in the psychotherapic context relates to repetition. The second analysis considered the question of the narrator’s Voice, as set up by Genette. Results of this second analysis showed the process of construction of a subject-author of his productions as an effect of the patient’s narrativity in the psychotherapic context , in the course of narrating to his interlocutor, the therapist. The results made possible the analysis of the process of construction of an author. Thus, these results permit to conclude that the use of narrative texts in the psychoanalytic oriented psychotherapy context is an efficient instrument for intervention in cases where the learning symptom is shown.

Esta dissertação é composta por três estudos conduzidos de acordo com a abordagem da Neuropsicologia Cognitiva, a fim de compreender as habilidades e prejuízos na escrita de palavras/pseudopalavras de adultos com lesão cerebrovascular no hemisfério direito (LHD) e no hemisfério esquerdo (LHE), comparados a adultos neurologicamente saudáveis (controles). No primeiro estudo, comparou-se o desempenho dos grupos com LHE, LHD e controles em tarefas de linguagem oral e escrita e nos tipos de erros na tarefa Escrita Ditada em um instrumento de avaliação neuropsicológica breve. O grupo com LHE apresentou pior desempenho em todas as tarefas de linguagem oral e escrita (exceto em compreensão oral). Verificou-se que o grupo com LHE demonstrou déficits significativos nas habilidades linguísticas (rotas fonológica e lexical) e periféricas fundamentais para escrita de palavras, enquanto os casos com LHD destacaram-se por déficits no uso da rota lexical (Regularizações). No segundo estudo, descreveu-se o processo de construção de uma Tarefa de Escrita de Palavras/pseudopalavras controlada linguisticamente para avaliação das disgrafias em adultos. No terceiro estudo buscou-se analisar as habilidades de linguagem oral e escrita de adultos com LHE e LHD comparados a controles, analisar a associação entre características sociodemográficas e o desempenho em escrita ditada e distinguir o tipo de disgrafia adquirida dos casos com escores deficitários. Não foram encontradas diferenças significativas entre os perfis linguísticos dos grupos. Melhor desempenho na escrita de palavras mostrou estar associado com altos hábitos de leitura e escrita e maior escolaridade dos adultos. Verificaram-se características de disgrafias linguísticas (fonológica, lexical e mista) e periférificas em casos com LHE e LHD. A presente dissertação destaca a heterogeneidade dos déficits de escrita encontrados e ressalta a importância do controle das variáveis sociodemográficas no diagnóstico de disgrafia adquirida. / This dissertation consists of three studies conducted in accordance with the approach of Cognitive Neuropsychology, in order to understand the skills and damages in writing of words and pseudowords of adults with cerebrovascular lesions in the right hemisphere (LHD) and left hemisphere (LHE) compared to neurologically healthy adults (controls). The first study compared the performance of groups with LHE, LHD and controls on tasks of oral and written language and the types of errors in the task dictated writing in a brief neuropsychological assessment instrument. The LHE group showed worse performance on all tasks of oral and written language (except in oral comprehension). It was found that the group with LHE has demonstrated significant deficits in linguistic (phonological and lexical) and peripheral skills fundamental to writing of words, while cases with LHD highlighted for deficits in the use of the lexical route (Regularizations). In the second study, was presented the construction process of a words/pseudowords writing task linguistically controlled for evaluation of dysgraphias in adults. The third study aimed to examine the oral and writing language skills of adults with LHE and LHD compared to controls, examining the association between sociodemographic characteristics and performance on dictated written distinguish the type of acquired dysgraphia in the cases with deficient scores. There were no significant differences between the linguistic profiles of the groups. Best performance in writing of words was associated with higher reading and writing habits and higher education of adults. There were features linguistic (phonological, lexical and mixed) and peripherical dysgraphias in cases with LHE and LHD. This dissertation highlights the heterogeneity of deficits founded in the word writing and highlights the importance of controlling sociodemographic variables in the diagnosis of acquired dysgraphia.

Submitted by BRUNA ASSEM SASSO null (bru.sasso@hotmail.com) on 2016-04-04T22:23:40Z No. of bitstreams: 1 DISSERTAÇÃO BRUNA ASSEM SASSO.pdf: 1406834 bytes, checksum: 64acc0fa11386f1b32e11063d8b1de79 (MD5) / Approved for entry into archive by Ana Paula Grisoto (grisotoana@reitoria.unesp.br) on 2016-04-06T16:36:04Z (GMT) No. of bitstreams: 1 sasso_ba_me_mar.pdf: 1406834 bytes, checksum: 64acc0fa11386f1b32e11063d8b1de79 (MD5) / Made available in DSpace on 2016-04-06T16:36:04Z (GMT). No. of bitstreams: 1 sasso_ba_me_mar.pdf: 1406834 bytes, checksum: 64acc0fa11386f1b32e11063d8b1de79 (MD5) Previous issue date: 2016-03-09 / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Este trabalho trata de buscar as possíveis relações entre o desenvolvimento do pensamento e da linguagem oral e a aquisição da linguagem escrita, segundo Jean Piaget e Emilia Ferreiro. Parte dos seguintes questionamentos: será que existe(m) relação(ões) entre a psicogênese do pensamento e da linguagem oral e a psicogênese da língua escrita? E qual o papel da linguagem oral na aquisição da língua escrita? Realizamos então um estudo comparativo entre o processo de aquisição da língua escrita e o processo de aquisição da língua oral abordados em duas obras consideradas clássicas dos referidos autores, e, mediante tal análise, encontramos que tanto no desenvolvimento do pensamento e da linguagem oral, quanto no desenvolvimento da língua escrita, existe um processo construtivo de natureza conceitual. Pudemos ainda evidenciar que na aquisição da linguagem escrita o sujeito leva em conta a aquisição da linguagem oral e em ambas as psicogêneses o papel da imagem é crucial: servindo tanto de base como de empecilho para os progressos. Assim, certos de que não basta simplesmente ao sujeito ter uma linguagem para alcançar uma escrita, acreditamos que é antes necessário a ele certo grau de reflexão sobre a linguagem oral que lhe permita tomar consciência dos mecanismos de suas propriedades, pois há um estreito vínculo entre o desenvolvimento da língua oral e o da língua escrita, que deve ser considerado pelos pedagogos para a compreensão da língua escrita das crianças. / This work is to seek possible links between the development of thought and spoken language and written language acquisition, according to Jean Piaget and Emilia Ferreiro. Some are the following questions: is (are) there relationship between the psychogenesis of thought and oral language and the psychogenesis of written language? What is the role of oral language in the acquisition of written language? Then, we carried out a comparative study of the written language acquisition process and the acquisition of spoken language addressed in two works considered classic of these authors, and through this analysis, we found that both in the development of thought and oral language, as in the development of written language, there is a constructive process of conceptual nature. Furthermore, we show that in the acquisition of written language, the subject takes into account the acquisition of spoken language and, in the two developments, the role of the image is crucial: serving both base as hindrance to progress. Thus, certain that not simply just the subject have a language to reach a written, we believe that it is rather necessary to it a degree of reflection on the oral language that allows to be aware of the mechanisms of their properties, because there is a close link between the development of oral language and the written language, which should be considered by educators in understanding the written language of children.

Made available in DSpace on 2014-06-11T19:25:16Z (GMT). No. of bitstreams: 0 Previous issue date: 2008-02-11Bitstream added on 2014-06-13T20:32:38Z : No. of bitstreams: 1 bassan_lh_me_mar.pdf: 1542580 bytes, checksum: 2f369a8af799029aa6560531a59e7408 (MD5) / Vigotski, um dos maiores representantes da Teoria Histórico-Cultural, definiu a categoria zona de desenvolvimento proximal (ZDP) como sendo o nível de desenvolvimento em que a criança é capaz de realizar suas ações mediante a colaboração de alguém culturalmente mais experiente. Para ele, o bom ensino é aquele que se adianta ao desenvolvimento da criança, e isso é possível, acreditamos, desde que o ensino incida em sua zona de desenvolvimento proximal. Coerente com essa orientação, a presente pesquisa teve por objetivo geral estabelecer as possíveis relações entre o trabalho pedagógico do professor e a zona de desenvolvimento proximal do aluno no processo de ensino e de aprendizagem da linguagem escrita. Esta pesquisa foi realizada com oito professoras e dezesseis alunos das 1ª e 2ª séries do ensino fundamental da rede municipal de ensino da cidade de Marília. Os dados foram coletados por meio de entrevistas semi-estruturadas, observações e registros de episódios da interação professor-aluno nos estritos limites das situações de produção textual escrita, além de análise de textos dos alunos, coletados durante o período pesquisado. Os resultados obtidos indicam que o professor que desenvolve ações mais potencializadoras organiza o ensino de modo a lidar com as possibilidades de aprendizagem dos alunos, fornecendo-lhes as ajudas necessárias à apropriação dos conteúdos culturais com os quais trabalham, propicia-lhes o seu desenvolvimento, ou seja, potencializa-o. Durante essas ações, o professor se relaciona de maneira envolvente com seus alunos, permitindo que eles objetivem suas necessidades e interesses, além de trabalhar a linguagem escrita pela função social e prover ajudas diferenciadas no momento da produção textual. / Vigotski, one of the greatest representatives of the Historical-Cultural Theory, defined the zone of proximal development (ZPD) category, as the level of development in which the child is capable of performing its actions by means of the involvement with someone culturally more experienced. For him, good instruction is the one that makes the development of the child advance, and that is possible, we believe, once the teaching process works with the possibilities in the area of proximal development. Consistent with this guidance, this search aimed to establish the possible relations between the pedagogical work of the teacher and the zone of proximal development of the students in the teaching and learning processes of the written language. This search was conducted with eight teachers and sixteen students of the first and second series of the elementary school of the municipal system of education of the city of Marília. The data were collected by means of semi-structured interviews, observations and records of episodes of the teacher-student interaction in the strict limits of the situations of textual production. Besides, we analyzed the students’ texts, gathered during the search. The results indicate that the teacher who develops strongly effective actions organizes the instruction in order to deal with the possibilities of students learning capacity by providing them the necessary assistance to the appropriation of cultural contents they work with, makes them progress in their development, giving potency to it. While she develops her work, the teacher interacts with her students, allowing them objectify their needs and interests, besides dealing with the written language by its social function and providing differentiated aid in the moment of textual production. This kind of action has implications in the learning process.

Made available in DSpace on 2016-06-02T20:25:10Z (GMT). No. of bitstreams: 1 3798.pdf: 1711810 bytes, checksum: 2925b31a1fc2068bf34806bed42c6cca (MD5) Previous issue date: 2010-02-25 / It is possible that the written language is influenced by words and/or expressions as well as graphic or semiotic elements, which are present in interactions in virtual environments (relationship sites, instant chats, e-mails, etc). As school is the privileged place for the acquisition and improvement of the written language, this dissertation aims at observing how the internet can interfere in texts produced by students. Based on a previously collected corpus, this research has as its mains objectives: 1) describe the lexicon used by elementary school students from two schools around São Carlos (SP), observing more frequent words and/or expressions, as well as the least current ones but which reveal a rich semantic content; 2) analyse the interference of internet language in the students´ written production; 3) suggest proposals for class work, considering the influence of communication in virtual environments (the internet). The corpus contains 300 compositions and was created as follows: each student (11 to 15 years old) of a private and a public elementary schools was asked to write two compositions. These should be of two different textual genres, which were chosen according to the research interest: a letter and an essay. It is believed that these 300 texts, although they constitute only a sample, can be very representative, since they represent public and private students and also treat two different textual genres. The corpus, collected between October and November 2006, was typed in .txt (Notepad) format, in a way it could be accessible for manipulation by automatic textual processors. Typing followed previously determined transcription patterns in a way it could preserve the texts particularities as standard language deviations, drawings, abbreviations and symbols occurrence. After that, all the corpus manipulation was carried out with the help of Word Smith Tools and Unitex. Regarding the theoretical aspects, this research is based on the concept of discursive genre from Bakhtin, and concerning the methodological ones, the compilation and corpus analyses proceedings suggested by Corpus Linguistics were followed. / É possível que haja influência na língua escrita de palavras e/ou expressões bem como de elementos gráficos e/ou semióticos próprios de interações em ambientes virtuais (sites de relacionamento, bate-papos instantâneos, e-mails, etc.). Como a escola é o local privilegiado para a aquisição e aprimoramento da língua escrita, procurou-se observar em textos produzidos por alunos, como se dá essa interferência da internet. Baseada em um corpus previamente coletado, esta pesquisa tem por objetivos: 1) descrever uma amostra do vocabulário empregado pelos alunos do ensino fundamental de duas escolas da região de São Carlos (SP), observando palavras e/ou expressões mais frequentes, bem como aquelas pouco ocorrentes, mas que podem revelar um rico conteúdo semântico; 2) analisar a interferência da linguagem utilizada na internet nas produções textuais dos alunos; 3) sugerir propostas para se trabalhar em sala de aula, considerando a influência da comunicação em ambientes virtuais (na internet). O corpus, contendo 300 redações, foi constituído da seguinte maneira: aplicaram-se duas redações para cada aluno de duas escolas de ensino fundamental (5ª a 7ª séries faixa etária de 11 a 15 anos), sendo uma particular e outra pública, ambas da região de São Carlos (SP). Propuseram-se redações pertencentes a dois gêneros textuais diferentes, os quais foram delimitados de acordo com o interesse da pesquisa: uma carta e uma dissertação. Acredita-se que esses 300 textos, embora constituam apenas uma amostra, são bastante representativos, pois além de retratar dois gêneros textuais distintos, contemplam também dois públicos diferenciados, já que se trata de uma escola pública e outra particular. O corpus, recolhido entre os meses de outubro e novembro de 2006, foi todo digitado em formato .txt (Bloco de Notas), de maneira que fosse acessível à manipulação pelos processadores automáticos de textos. A digitação obedeceu a determinados padrões de transcrição, de forma a preservar as particularidades dos textos, como desvios da norma culta, ocorrência de desenhos, abreviações, símbolos, etc. A partir de então, toda a manipulação do corpus foi feita com os programas Word Smith Tools e Unitex. No que diz respeito aos aspectos teóricos, esta pesquisa se embasa no conceito de gênero discursivo de Bakhtin, e no que se refere aos aspectos metodológicos, segue os procedimentos de compilação e análise de corpus sugeridos pela Linguística de Corpus.

Dentro do enquadre da pesquisa em psicoterapia, este trabalho investigou em que medida o uso de narrativas no contexto de psicoterapia de orientação psicanalítica pode tornar-se um instrumento de intervenção e análise para adolescentes que fazem sintoma na aprendizagem da linguagem escrita-alfabetização. Participou desta pesquisa um adolescente institucionalizado de treze anos, selecionado na clínica escola da Universidade Federal do Rio Grande do Sul, e que apresentava recorrentes dificuldades de alfabetização. Os critérios de inclusão de participação foram: três repetições da primeira série; não apresentação de desvios de ordem neurológica, intelectual ou psicolingüística; e intervenções psicopedagógicas que resultaram sem sucesso. Os dados para este trabalho foram provenientes do tratamento psicoterápico que teve a duração de um ano, perfazendo um total de quarenta e quatro sessões individuais. As sessões foram gravadas e transcritas literalmente ao longo do processo clínico. O material utilizado para a análise provém das sessenta e sete produções escritas e orais em forma de músicas e raps, realizadas conjuntamente com a pesquisadora-terapeuta no período deste ano de psicoterapia. Deste total, foram selecionados um conjunto de nove narrativas que foram compostas em formato de músicas e raps, tendo como critério de seleção o tempo total do tratamento dividido por meses. A cada dois meses selecionou-se duas composições que foram consideradas exemplos destes períodos, devido à maior recorrência de cada uma delas.Os dados foram submetidos a duas análises, realizadas com o mesmo conjunto de composições. A primeira análise indicou que as composições musicais estruturam-se como narrativas, segundo os princípios de sucessão e transformação, propostos por Tzvetan Todorov. A especificidade encontrada no contexto psicoterápico diz respeito à característica repetição. A segunda análise do discurso narrativo considera a questão da Voz do narrador, a partir de Genette. O resultado desta análise mostrou o processo de construção de um sujeito-autor de suas produções como efeito da narratividade do paciente no contexto psicoterápico, ao direcionar sua narração ao seu interlocutor, o terapeuta. Os resultados, ao possibilitarem a análise do processo de construção da autoria, permitem concluir que o uso de textos narrativos em contexto psicoterápico constitui-se como um instrumento eficaz de intervenção no sintoma da não-aprendizagem. / Within the psychotherapy research framework, this study investigated how the use of narratives in the psychoanalytic oriented psychotherapy context may become an instrument of intervention and analysis for adolescents who show symptoms in writing and reading. Participated in this research an institutionalized thirteen year-old adolescent, selected from the Federal University of Rio Grande do Sul school clinic, and who displayed recurrent reading problems. Inclusion criteria for participation were: three times first-grade repetitions; no presentation of any neurological, intellectual or psycholinguistic disorders; pedagogic interventions without success. Data of this work were drawn from one-year psychotherapy, totalizing forty-four individual sessions. The clinical sessions were tape-recorded and fully transcribed. The material used in the analysis came from sixty-seven oral and written productions. These were music and raps composed together with the research-therapist during the one-year psychotherapy. From this total number, a group of nine narratives, composed in music and rap formats, was selected. The treatment total time was divided by month, resulting that at each two months two compositions were selected as examples, inasmuch the recurrence of each of them. The same compositions were submitted to two different analyses. The first analysis showed that these particular compositions are structured as narratives, as proposed by Tzvetan Todorov. The specificity found in the psychotherapic context relates to repetition. The second analysis considered the question of the narrator’s Voice, as set up by Genette. Results of this second analysis showed the process of construction of a subject-author of his productions as an effect of the patient’s narrativity in the psychotherapic context , in the course of narrating to his interlocutor, the therapist. The results made possible the analysis of the process of construction of an author. Thus, these results permit to conclude that the use of narrative texts in the psychoanalytic oriented psychotherapy context is an efficient instrument for intervention in cases where the learning symptom is shown.