Literacy Discourses and Maternal Identities in the Context of Special Education

Authors

  • Lissa Mara Saraiva Fontenele Colégio Militar de Fortaleza

DOI:

https://doi.org/10.26512/les.v24i1.48589

Keywords:

Specialized Educational Assistance (AEE), Ethnographic-discursive research, Literacy Practices

Abstract

In this article, I present an excerpt from my ethnographic-discursive research based on Magalhães, Martins and Resende, (2017), where I analyze as texts the transcribed interviews with mothers of boys attended at a Specialized Educational Assistance Center (AEE). The Ideological Model of Literacy (STREET, 1984) adopted here made it possible to perceive how the mothers' speeches about literacy were building their identities. The qualitative-ethnographic research method used was Critical Discourse Analysis (CDA) (FAIRCLOUGH, 2003). A speech that stood out in their statements was the conception of the regular school as a standardizing institution and so segregating for their children.

 

Downloads

Download data is not yet available.

Author Biography

Lissa Mara Saraiva Fontenele, Colégio Militar de Fortaleza

Prof. Dr. Lissa Mara Saraiva Fontenele. Email: lissafontenele@gmail.com Master in Applied Linguistics from the State University of Ceará (UECE), 2005. PhD in Linguistics from the Federal University of Ceará (UFC), 2014. Teacher of Basic, Technical and Technological Education (EBTT) of the Military School of Fortaleza (CMF).

References

ANGROSINO, M. Etnografia e observação participante. Trad. José Fonseca. Porto Alegre: Artmed, 2009.

BARTON, L.; HAMILTON, M. Local literacies: reading and writing in one community. Londres/Nova York: Routledge, 1998.

BRASIL/MEC/SEESP, 2007. Ministério da Educação. Secretaria de Educação Especial. Política Nacional de Educação Especial na Perspectiva da Educação Inclusiva, 2007.

BRASIL/CNE/CBE. Ministério da Educação. Conselho Nacional de Educação, Câmara de Educação Básica. Resolução nº 04 de 02 de outubro de 2009. Disponível em: <http://peei.mec.gov.br>. Acesso em: 18 nov.2013.

CHOULIARAKI, L.; FAIRCLOUGH, N. Discourse in late modernity: rethinking critical discourse analysis. Edimburgo: Edinburgh University Press, 1999.

DAVIES, A. C. Reflexive Ethnography: a guide to researching selves and others. Routledge, Londres, 1999.

DENZIN, N. K.; LINCOLN, Y. S. Strategies of qualitative inquiry. 3. ed. Estados Unidos/Reino Unido: Sage Publications, 2008.

EGGINS, S. An introduction to systemic functional linguistics. Londres: Ed. Pinter, 1996.

FLICK, U. Desenho da pesquisa qualitativa. Trad. Roberto Cataldo Costa, Porto Alegre: Artmed, 2009a.

FLICK, U. Qualidade na pesquisa qualitativa. Trad. Roberto Cataldo Costa, Porto Alegre: Artmed, 2009b.

HALLIDAY, M. A. K.; MATTHIESSEN, C. M. I. M. An introduction to functional grammar. 3ª Ed. London: Edward Arnold, 2004.

FAIRCLOUGH, N. Analysing discourse: textual analysis for social research. London: Routledge, 2003.

KVALE, S. Interviews: an introduction to qualitative research interviewing. Londres: Sage Publications, 1996.

MAGALHÃES, I. Eu e tu: a constituição do sujeito no discurso médico. Brasília: Thesaurus, 2000.

MAGALHÃES, I. Múltiplos letramentos, identidades e interdisciplinaridades no atendimento educacional à pessoa com deficiência (2010-2014). Fortaleza: CNPq/UFC, 2014).

MAGALHÃES, I.; MARTINS. A.R.; RESENDE, V. de M. Análise de discurso crítica: um método de pesquisa qualitativa. Brasília: Editora Universidade de Brasília, 2017.

SANJEK, R. Fieldnotes: the makings of anthropolology. Nova Iorque: Cornell University, 1993.

SANTOS, S.; MORATO, P. Acertando o passo! Falar de deficiência mental é um erro: deve falar-se de dificuldade intelectual e desenvolvimental (DID). Por quê? In: Revista Brasileira de Educação Especial. Marília, v. 18, n.1, jan-mar, 2012, p. 3-16.

STREET, B. V. Literacy in theory and practice. Cambridge: Cambridge University Press, 1984.

SCHALOCK, R. L. et al. The renaming of mental retardation: understanding the change to the term intellectual disability. In: American Association on Intellectual and Developmental Disabilities, v. 45, n. 2, abril, p.116–124, 2007.

SHUMAN, A. Other people’s stories: entitlement claims and the critique of empathy. Universidade de Ilinois, Estados Unidos, 2005.

Downloads

Published

2023-07-10

How to Cite

Fontenele, L. M. S. (2023). Literacy Discourses and Maternal Identities in the Context of Special Education. Papers of Language and Society, 24(1), 312–328. https://doi.org/10.26512/les.v24i1.48589

Issue

Vol. 24 No. 1 (2023): Fluxo contínuo e Dossiê Literacies, events and social practices

Section

Dossiê

License

Copyright (c) 2023 Cadernos de Linguagem e Sociedade do Programa de Pós-Graduação em Linguística da UnB é licenciado sob uma Licença Creative Commons Atribuição-Uso não-comercial-Vedada a criação de obras derivadas 3.0 Unported.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in this journal agree to the following terms:

Authors retain the copyright and grant the journal the right to publish the text firsthand. The text is simultaneously licensed under the Creative Commons Attribution 4.0 International license , which gives the journal permission to share the text with mention of the author and publish it first.