Atenção conjunta em crianças surdas: especificidades do desenvolvimento e implicações para as práticas

Francisco Vaz da Silva

doi:10.25757/invep.v2i1.42

Autores/as

Francisco Vaz da Silva Escola Superior de Educação de Lisboa

DOI:

https://doi.org/10.25757/invep.v2i1.42

Resumen

Pretendemos neste trabalho abordar o desenvolvimento da atenção conjunta no contexto de interacções entre a criança e seus cuidadores pela importância que lhe é atribuída para o desenvolvimento sóciocognitivo e, em particular, o desenvolvimento da linguagem. O interesse por este tema advém também do relativo atraso que a investigação
reporta no caso de crianças surdas filhas de pais ouvintes que se associa ao designado fenómeno de atenção dividida (Gallaway, 1998; Lederberg, 1993; Wood, Wood Griffiths, & Howarth, 1986). Por causa deste fenómeno, as crianças surdas têm de aprender a
coordenar a sua atenção em relação à pessoa com quem interagem, bem como em relação a objecto ou eventos no seu ambiente. Pelas potenciais implicações para as práticas,
analisaremos as estratégias de interacção usadas por mães surdas que, com mais facilidade do que mães ouvintes, andaimam o desenvolvimento das capacidades de coordenação da
atenção visual das crianças e facilitam a ocorrência de episódios de atenção conjunta e a influencia que os resultados destas investigações têm tido em programas de intervenção
precoce direccionados para o apoio a crianças surdas e suas famílias.

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Atenção conjunta em crianças surdas: especificidades do desenvolvimento e implicações para as práticas

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