Analysis of a grandmother's reflections on her grandson's communication and the implications in time-space chronotope

Authors

DOI:

https://doi.org/10.5902/1984686X95832

Keywords:

Cerebral Palsy, Visual Impairment, Complex Communication Needs

Abstract

The knowledge and perceptions of family members of children with cerebral palsy, visual impairment and complex communication needs deserve attention. Therefore, the following investigation was initiated: how to characterize a grandmother's reflections on her grandson's communicative processes during individualized augmentative and alternative communication sessions, and how could these reflections be placed within a chronotopic time-space? Based on this research question, the general objective was to analyze the grandmother's discourse, emphasizing how she made sense of her reflections, focusing on the communicative triad between teacher-grandson-grandmother. The method was an experience report initiated in July and concluded in August 2024. The participant was a grandmother, and the data were collected via WhatsApp through autoscopy. The results showed that the autoscopy technique stimulated the grandmother's reflections, making her think retrospectively about her communicative interactions with her grandson. The final considerations revealed that the chronotopic time-space present in this grandmother's reflections was intensely imbued with strong emotional content, characterized by its thematic statements. It was concluded that it is essential to expand this study so that other family members can also reflect on the communicative processes of children with cerebral palsy and visual impairment.

Downloads

Download data is not yet available.

Author Biography

Flavia Daniela dos Santos Moreira, Instituto Benjamin Constant

Professor in the Postgraduate Program in Teaching on the Theme of Visual Impairment at the Benjamin Constant Institute (PPGEDV/IBC). She teaches individualized classes for students with visual impairments associated with other disabilities and complex communication needs, utilizing tactile resources for augmentative and alternative communication. She is a pedagogue and educational advisor. She holds a Master's degree in Special Education from UFSCar, a Doctorate and Post-Doctorate in Education from UERJ, and a Post-Doctorate in Education from UFF. She is a researcher and APQ1 scholarship holder from FAPERJ. Her research themes include: Tactile Resources for Augmentative and Alternative Communication (textured symbols, tactile symbols, tangible symbols, and reference objects), Multiple Sensory Visual Impairment, Cortical Visual Impairment, and Complex Communication Needs. She is the author of three books and articles. She is a member of the Active Learning Work Group at the Texas School for the Blind and Visually Impaired. She coordinates the Body and Accessibility in Visual Impairment Research Group (GPCADV-IBC). She is also a section editor for A1 Magazine, as well as a reviewer for several journals.

References

ANAM, Choirul; FIRMANSYAH, Muhamad Taufiq. Problems of language acquisition in psycholinguistic perspective. TARSIB: Journal Program Studi PGMI, v. 2, n. 1, 2024. Disponível em: https://ejournal.staiat-tahdzib.ac.id/index.php/tarsib/article/view/458/330 Acesso em: 23 mai. 2025.

BAKHTIN, Mikhail. Os gêneros do discurso. In: BAKHTIN, Mikhail. Estética da criação verbal. Trad.: Paulo Bezerra. 4ª ed. São Paulo: Martins Fontes, 2003a, p. 261-281.

BAKHTIN, Mikhail. Formas de tempo e de cronotopo no romance: ensaios de poética histórica. In: BAKHTIN, Mikhail. Questões de literatura e de estética: a teoria do romance. Trad. Aurora Fornoni Bernadiniet et al. 5ª ed. São Paulo: Hucitec, 2014b, p.211-362.

BEUKELMAN, Davi R.; LIGHT, Janice C. (Orgs.). Section I – People who require augmentative and alternative communication. In: BEUKELMAN, Davi R.; LIGHT, Janice C. Communication: supporting children and adults with complex communication needs. 5th edition. Baltimore: Paul H. Brookes Publishing, 2013, p. 3-17. Disponível em: https://brookespublishing.com/wp-content/uploads/2020/05/BeukelmanExcerpt0506-1.pdf Acesso em: 20 nov. 2025.

BRASIL. Lei 13.146, de 6 de julho de 2015. Institui a Lei Brasileira de Inclusão das Pessoas com Deficiência (Estatuto da Pessoa com Deficiência). Diário Oficial da União 07 de julho de 2015. Disponível em: https://www.planalto.gov.br/ccivil_03/_ato2015-2018/2015/lei/l13146.htm Acesso em: 20 nov. 2025.

CAMPBELL, Erin; CASILLAS, Robyn; BERGEL, Elika. The role of vision in the acquisition of words: Vocabulary development in blind toddlers. Developmental Science, v. 27, n. 4, e13475, 2024. Disponível em: https://pubmed.ncbi.nlm.nih.gov/38229227/ Acesso em: 18 mai. 2026.

CHEN, Debora; DOTE-KWAN, Jamie. Stating points: instructional practices for young children whose multiple disabilities include visual impairment. Los Angeles, CA: Blind Childrens Center, 1995.

FRANCO, Maria da Graça; REIS, Maria João; LEITE, Teresa. Comunicação, linguagem e fala. Perturbações específicas de linguagem em contexto escolar – fundamentos. Lisboa: Ministério da Educação, 2003. Disponível em: https://profsilvana.wordpress.com/wp-content/uploads/2011/06/perturbac3a7c3b5es-da-fala.pdf Acesso em: 10 nov. 2025.

GOLDBART, Juliet; CATON, Sue. Communication and people with the most complex needs: what works and why this is essential. England, Northern Ireland and Wales: Research Institute for Health and Social Change Manchester Metropolitan University, 2010. Disponível em: https://e-space.mmu.ac.uk/198309/1/Mencap%20Comms_guide_dec_10.pdf Acesso em: 24 mai. 2026.

GUERRA, Avaetê de Lunetta e Rodrigues et al. Pesquisa qualitativa e seus fundamentos na investigação científica. Revista de Gestão e Secretariado, v. 15, n. 7, p. 1-15, 2024. Disponível em: https://ojs.revistagesec.org.br/secretariado/article/view/4019/2531 Acesso em: 23 mai. de 2025.

HORN, Eva; PARKS, Stephanie; AN, Zhe (Gigi). Inclusive Special Education for Young Learners with Severe and Multiple Disabilities. Advances in Special Education, v. 34, p. 119-137, 2019. Disponível em: https://www.emerald.com/insight/content/doi/10.1108/s0270-401320190000034008/full/html Acesso em: 29 dez. 2025.

Landau, Barbara; Gleitman, Lila R. Language and experience: Evidence from the blind child. Cambridge: Harvard University Press, 1985.

LEHMAN, Sharon S.; YIN, Larry; CHANG, Melinda Y. Diagnosis and care of children with cerebral/cortical visual impairment: clinical report. American Academic Pediatrics, v. 154, n. 6, e2024068465, 2024. Disponível em: https://pcvis.vision/wp-content/uploads/2024/11/2024-Lehman-Yin-Chang-Pediatrics-CVI-Clinical-Report-AAP.pdf Acesso em: 24 mai. 2026.

LONCK, Filip. Augmentative and alternative communication: models and applications. 2nd Edition. San Diego, CA: Plural Plubish, 2022.

LOPES, Wesley Batista; MORAES, Rozaina Maria de; GONÇALVES, João Batista Costa. O conceito bakhtiniano de cronotopo nas análises de discursos em situação de autoconfrontação. Entrepalavras, v. 8, p. 71-92, 2018. Disponível em: http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/1055/0 Acesso em 23 mai. de 2025.

LOVE, Tracy; BRUMM, Kathleen. Chapter 10 – Language processing disorders. In: PEACH, Richard K.; SHAPIRO, Lewis P. Cognition and acquired language disorders. Mosby/Elsevier, 2012.

MACLENNAN, Alastair H.; TOMPSON, Suzanna C.; GECZ, Jozef. Crebral palsy: causes, pathways, and the role of genetic. American Journal of Obstetrics and Gynecology, v. 213, n. 6, p. 779-788, 2015. Disponível em: https://www.sciencedirect.com/science/article/pii/S0002937815005104 Acesso em: 24 mai. 2026.

MEUWISSEN, Marije; JANSSENS, Katrien. The Genetics of Cerebral Palsy. In: PANTELIADIS, Christos P. (eds.) Cerebral palsy: from childhood to adulthood. Switzerland: Springer Cham, p. 75-86, 2025. Disponível em: https://link.springer.com/chapter/10.1007/978-3-031-71571-6_7 Acesso em: 24 mai. 2026.

MOREIRA, Flavia Daniela dos Santos. Hey! Let’s help Mr. Lobato’s fish? Dbl Review – The Magazine of Deafblind International, n. 72, E-version 10, p. 15-19, 2024a. Disponível em: https://www.deafblindinternational.org/dbi-review/dbi-review-archive/ Acesso em: 24 mai. 2026.

MOREIRA, Flavia Daniela dos Santos; WALTER, Cátia Crivelenti de Figueiredo. Objetos de referência para crianças com deficiência múltipla sensorial visual. Curitiba: CRV, 2024.

MOREIRA, Flavia Daniela dos Santos. Objetos de referência para alunos com deficiência visual e deficiências adicionais. Revista Diálogos e Perspectivas em Educação Especial, v. 12, n. 1, p. e025003, 2025b. Doi: https://doi.org/10.36311/2358-8845.2025.v12n1.e025003 Acesso em: 24 mai. 2026.

MUSSI, Ricardo Franklin de Freitas; FLORES, Fábio Fernandes; ALMEIDA, Claudio Bispo de. Pressupostos para a elaboração de relato de experiência como conhecimento científico. Revista Práxis Educacional, Vitória da Conquista, v. 17, n. 48, p. 60-77, 2021. Disponível em: http://educa.fcc.org.br/scielo.php?pid=S2178-26792021000500060&script=sci_arttext Acesso em: 29 dez. 2025.

ONU. ORGANIZAÇÃO DAS NAÇÕES UNIDAS. Declaração Universal dos direitos humanos. Brasil: UNICEF, 1948. Disponível em: https://www.unicef.org/brazil/declaracao-universal-dos-direitos-humanos Acesso em 20 de dez. 2025.

PAGEL, Mark. Q&A: What is human language, when did it evolve and why should we care? BMC Biology, v. 15, n. 64, 2017. Disponível em: https://pmc.ncbi.nlm.nih.gov/articles/PMC5525259/pdf/12915_2017_Article_405.pdf Acesso em: 29 dez. 2025.

SÁ, Elisabete Dias; CAMPOS, Izilda Maria; SILVA, Myriam B. Campolina. Atendimento educacional especializado – deficiência visual. Brasília/DF. Ministério da Educação/SEESP/SEED, 2007.Disponívem em: http://portal.mec.gov.br/seesp/arquivos/pdf/aee_dv.pdf Acesso: 12 dez. 2025.

SADALLA, Maria Falcão de Aragão; LAROCCA, Priscila. Autoscopia: um procedimento de pesquisa e de formação. Educação e Pesquisa, v. 30, n. 3, set./dez. 2004. Disponível em: http://educa.fcc.org.br/scielo.php?script=sci_arttext&pid=S1517-97022004000300003 Acesso em 20 de dez. 2025.

SCHÖN, Donald. Educando o Profissional Reflexivo: um novo design para o ensino e a aprendizagem. Trad. Roberto Cataldo Costa. Porto Alegre: Artmed, 2000, 256p.

SOUZA, Daniela Maysa et al. The use of autoscopy from the epistemological perspective of action research for self-analysis and reflection of teacher practice. International Journal of Qualitative Methods, v. 18, 2019. Disponível em: https://journals.sagepub.com/doi/epub/10.1177/1609406919873247 Acesso em: 23 mai. 2025.

TEIS, Denize Terezinha; TEIS, Mirtes Aparecida. A abordagem qualitativa: a leitura no campo de pesquisa. Biblioteca On-line de Ciências da Comunicação, v. 1, p. 1-8, 2006. Disponível em: https://arquivo.bocc.ubi.pt/pag/teis-denize-abordagem-qualitativa.pdf Acesso em: 20 dez. 2025.

Downloads

Published

2026-05-29

Issue

v. 39 n. 1 (2026): Revista Educação Especial – Publicação Contínua

Section

Relato de pesquisa

License

Copyright (c) 2026 Special Education Magazine

Creative Commons License

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

Declaration of originality

We declare that all articles present in the journal Revista Educação Especial (UFSM) are originals and were not submitted for publishing on any other publication, as a whole or a fraction.  We also declare that, after being published by Revista Educação Especial (UFSM), a paper will not be submitted to another journal within two years. After this time, our journal transfers the publishing rights to the authors, with a permit granted by the Editorial Council.

We also acknowledge that the originals’ submission to Revista Educação Especial (UFSM) implies on a transference of copyright for physical and digital publishing to the journal. In case of noncompliance, the violator will receive sanctions and penalties predicted by the Brazilian Copyright Protection Law (n. 9610, dated 19/02/98).