Desenvolvimento linguístico e discursivo na surdocegueira congênita: impactos, desafios e possibilidades

Abstract

This research investigates the impact of deafblindness on the linguistic and discursive development of pre-linguistic deafblind people. It is based on the hypothesis that the simultaneous absence of sight and hearing, from birth or early childhood, compromises the constitution of communication and discursive and linguistic formation. Based on this assumption, the study is divided into three strands: (a) trajectory, conceptualization and characteristics of deafblindness; (b) communication modalities used by deafblind people; and (c) analysis of the effects of this condition on linguistic-discursive development, considering the contributions of authors such as Almeida (2008), Maia (2004; 2010; 2017), Ikonomidis (2009; 2010;2017; 2019), Vygotsky (1987; 1989), Jakobson (2008) and Bronckart (2006). The research adopts a qualitative, bibliographical and interpretative approach (Lösch; Rambo; Ferreira, 2023), anchored in Linguistics, Historical-Cultural Psychology and Communication Theory. The theoretical basis shows that language acts as an essential mediator in the development of psychological functions, and the early absence of a shared language is an impacting factor on symbolic thought and the constitution of discourse. It can be seen that, although deafblindness poses challenges to communication, specific and sensitive mediating practices can enable the construction of alternative language systems, enabling unique development paths. The interdisciplinary approach between Linguistics and Education is essential to understanding the communicative approaches of this audience, valuing multimodal and interactive practices. In this way, this monograph sought to contribute to the academic debate by broadening the understanding of the implications of congenital deafblindness in the field of language, and highlights the need for public policies, specialized teacher training and educational practices that ensure the right to communication, discourse and the construction of the identity of these subjects.