CONCEPÇÕES E PRÁTICAS DE PROFESSORAS DE UMA PROPOSTA DE ESTIMULAÇÃO ESSENCIAL E SUAS IMPLICAÇÕES PARA O DESENVOLVIMENTO DA LINGUAGEM DE CRIANÇAS COM DEFICIÊNCIA

Abstract

Nowadays it is possible to notice that what prevails in educational contexts is, as called by Aranha (2001), a Paradigm Support. This means that we must not only provide the social apparatuses to people with disabilities , but we must also offer support conditions that attend their needs, so that they can fully develop their physical, cognitive and emotional capabilities. Therefore, it is necessary that interventions with these people are initiated earlier, and that the essential stimulation, which is a specialized educational service aimed tochildren between zero and three years and eleven months old, presents itself as one of the possibilities for this to happen. The overall objective of this research was to identify and describe the key actions with which stimulation may favor the acquisition and development of language in children with disabilities. The specific objectives were to characterize a proposal for essential stimulation of the APAE from an inland city of Paraná, including objectives, methods and techniques, besides to identify the teachers` conceptions about the relationship between essential stimulation - language. To attain these objectives, in addition to the literature review, a descriptive and exploratory field research was applied at an APAE from an inland city of Paraná. The research was conducted by analyzing the Political Pedagogical Project school, interviewing the teachers and assistants who work in essential stimulation and observing the classes. The results from this research indicate that interventions designed to develop children`s language are still scarce, and when they occur they are isolated and poorly planned. Moreover, it was noticed that the proposal is still a more clinical setting than educational. In addition, there is a significant separation between actions aimed to care for and educating. Finally, we notice that the essential stimulation prioritizes the communicative function of language, and are relativized in daily practice, the importance of this skill for the development of other higher mental functions.