About this paper

Appears in:
Page: 8211 (abstract only)
Publication year: 2017
ISBN: 978-84-697-6957-7
ISSN: 2340-1095
doi: 10.21125/iceri.2017.2205

Conference name: 10th annual International Conference of Education, Research and Innovation
Dates: 16-18 November, 2017
Location: Seville, Spain

THE DIALOGICAL FEEDBACK OF A BRAZILIAN TEACHER IN A INCLUSION SCHOOL

B. Deffanti

Graded School (BRAZIL)
This work is guided by the theoretical and methodological aspects of Discursive Neurolinguistics (COUDRY, 1986/1988) developed at Campinas State University (UNICAMP/Brazil) and supported by a socio-historical-cultural conception of language (VYGOTSKY, 1984; BAKHTIN, 1929/2003.). The discussion will be guide also by bakhtinian conception of "aesthetics" and "ethics" and assuming that the subject acts in the world in a singular way and must assume the responsibility of his acts. The context of the discussion is the dialogical feedback of a Brazilian teacher in the writing process of a middle school Brazilian student (Brazilian Ensino Fundamental) with learning disabilities. The aim of this presentation will be to interpret how the teacher's feedback guaranteed that the student could published a text of his own in the school book of texts. The data analysis will start by the linguistic materiality, focusing on the relation which the subject establishes with his own writing as well as the role that the teacher has in the process of inclusion. The datas, constituted by texts (writing and re-writings) produced by the student, shows that dialogical feedbacks done by the teacher also allows the text to incorporate marks of subjectivity, even though they need a strong action from the other to provide completion and to guarantee the text adequation regarding its grammar and structural frame.

At the end, the data analysis will show how the Discursive Neurolinguistics approach aims on the irregularities, on the errors from what is considered standard besides the student's disabilities ain process of written language acquisition.
@InProceedings{DEFFANTI2017DIA,
author = {Deffanti, B.},
title = {THE DIALOGICAL FEEDBACK OF A BRAZILIAN TEACHER IN A INCLUSION SCHOOL},
series = {10th annual International Conference of Education, Research and Innovation},
booktitle = {ICERI2017 Proceedings},
isbn = {978-84-697-6957-7},
issn = {2340-1095},
doi = {10.21125/iceri.2017.2205},
url = {http://dx.doi.org/10.21125/iceri.2017.2205},
publisher = {IATED},
location = {Seville, Spain},
month = {16-18 November, 2017},
year = {2017},
pages = {8211}}
TY - CONF
AU - B. Deffanti
TI - THE DIALOGICAL FEEDBACK OF A BRAZILIAN TEACHER IN A INCLUSION SCHOOL
SN - 978-84-697-6957-7/2340-1095
DO - 10.21125/iceri.2017.2205
PY - 2017
Y1 - 16-18 November, 2017
CI - Seville, Spain
JO - 10th annual International Conference of Education, Research and Innovation
JA - ICERI2017 Proceedings
SP - 8211
EP - 8211
ER -
B. Deffanti (2017) THE DIALOGICAL FEEDBACK OF A BRAZILIAN TEACHER IN A INCLUSION SCHOOL, ICERI2017 Proceedings, p. 8211.
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