Enviar artigo via e-mail 
COMPENSATION IN NARRATIVES OF A YOUTH WITH DOWN SYNDROME: THE SINGULARITY EFFECT
Resumo
The compensation theorization of Vygotsky’s Defectology approach introduces the idea that people with Intellectual Disabilities (ID) could reach the same social goals as those with Typical Development (TD). This theory is referenced in several studies, but little empirical evidence is presented to corroborate its thesis. Thus, it was aimed to identify evidences of this process in the narratives of a young adult with Down Syndrome (DS), in a socially valued position. Narratives were organized into units of analysis, based on the participant's positions/, highlighting central experiences, signified by speech and emotion. The results are presented in a compensatory timeline, analysed from compensation’s theorization and the Behavioural Phenotype on DS. It is concluded that the compensation is a possibility, depending on the socialization conditions. As a compensatory reaction, an epiphenomenon, named singularity effect, stands out, where ID traits seen as deficits in cross-sectional methods, in culture, are seen as qualities, facilitating inclusion and development through mediation. This study contributes with studies on compensation and DS, by means of more interpretative approaches and for the descriptions of Executive Functions in the culture. Attention is drawn to the importance of public policies for inclusion
Texto completo:
PDFReferências
ABEN, B.; STAPERT, S.; BLOKLAND, A. About the Distinction between Working Memory and Short-Term Memory. Frontiers in Psychology, v. 3, n. 301, 2012. DOI: http://doi.org/10.3389/fpsyg.2012.00301
ADLER, A. A ciência da natureza humana. São Paulo: Nacional, 1967.
AKHUTINA, T. V.; PYLAEVA, N. M. Overcoming learning disabilities: A Vygotskian-Lurian neuropsychological approach. New York: Cambridge University Press, 2012.
BAKHTIN, M.; VOLOCHÍNOV, V. N. Marxismo e Filosofia da Linguagem. São Paulo: HUCITEC, 2012.
BARBATO-BLOCH, S. Produção textual de uma jovem com Síndrome de Down: Explorando novos espaços discursivos. 1997. 272 f. Tese (Doutorado em Psicologia) - Universidade de Brasília, Brasília, DF, 1997. Disponível em: https://repositorio.unb.br/bitstream/10482/42522/1/1997_SilvianeBonaccorsiBarbatoBloch.pdf Acesso em: 20 maio 2022.
BENNETT, S. J.; HOLMES, J.; BUCKLEY, S. Computerized Memory Training Leads to Sustained Improvement in Visuospatial Short-Term Memory Skills in Children with Down Syndrome. American Journal on Intellectual and Developmental Disabilities, v. 118, n. 3, p. 179-192, 2013. DOI: https://doi.org/10.1352/1944-7558-118.3.179
BOTTCHER, L. Culture and the learning and cognitive development of children with severe disabilities - continuities and discontinuities with children without disabilities. Mind, Culture, and Activity: An International Journal, v. 19, n. 2, p. 889-106, 2012. https://doi.org/10.1080/10749039.2011.632050
BUCKLEY, S.; BIRD, G.; SACKS, B.; ARCHER, T. A comparison of mainstream and special education for teenagers with Down syndrome: implications for parents and teachers. Down Syndrome Research and Practice, v. 9, n. 3, p. 54-67, 2006. DOI: https://doi.org/10.3104/reports.295
COMPAS, B.E. et al. Coping and Emotion Regulation from Childhood to Early Adulthood: Points of Convergence and Divergence. Australian Journal Psychology, v. 66, n. 2, p. 71–81. June 1, 2014. DOI: https://doi.org/10.1111/ajpy.12043
COWAN, N. What are the differences between long-term, short-term, and working memory? Prog Brain Res., v. 169, p. 323-338, 2008. DOI: https://dx.doi.org/10.1016/S0079-6123(07)00020-9
DAINEZ, D. The concept of social compensation inVigotsky: inquiring about human development and disability. Cultural Historical Psychology, v. 3, p. 74-81, 2013. Disponível em: http://psyjournals.ru/en/kip/2013/n3/63013.shtml Acesso em: 13 maio 2022.
DAINEZ, D.; SMOLKA, A. L. B. O conceito de compensação no diálogo de Vigotski com Adler: Desenvolvimento humano, educação e deficiência. Educação e Pesquisa, v. 40, n. 4, p. 1093-1108, 2014. DOI: https://dx.doi.org/10.1590/S1517-7022014071545
DAINEZ, D.; MONTEIRO, A. P.; FREITAS, A. P.; CISOTTO, C. A. Linguagem e Deficiência: Possibilidades e Restrições da prática fonoaudióloga. Psicologia em Estudo, v. 16, n. 3, p. 399-407, 2011. Disponível em: https://pesquisa.bvsalud.org/portal/resource/es/lil-624277 Acesso em: 13 maio 2022.
DAUNHAUER, L. A.; FIDLER, D. J. Executive Functioning in Students with Down Syndrome. NDSS Webseminar Series, Colorado State, 2012. Disponível em: http://www.ndss.org/Global/executive%20functioning%20webinar.pdf Acesso em: 20 maio 2022.
DAUNHAUER, L. A.; FIDLER, D. J.; HAHN, L.; WILL, E.; LEE, N. R.; HEPBURN, S. Profiles of Everyday Executive Functioning in Young Children with Down Syndrome. American Journal on Intellectual and Developmental Disabilities, v. 119, n. 4, p. 303-318, 2014. DOI: https://dx.doi.org/10.1352/1944-7558-119.4.303
DIAMOND, A. Executive functions. Annu Rev Psychol, v. 64, p. 135-168, 2013. DOI: https://dx.doi.org/10.1146/annurev-psych-113011-143750
DIAMOND, L. M.; ASPINWALL, L. G. Emotion Regulation Across the Life Span: An Integrative Perspective Emphasizing Self-Regulation, Positive Affect, and Dyadic Processes1. Motivation and Emotion, v. 27, n. 2, June 2003.
FEUERSTEIN, R.; FALIK, L. H.; FEUERSTEIN, S. R.; CAGAN, A.; YOSEF, L.; ROSEN, S.; VOLK, Z. Cognitive enhancement and rehabilitation for the elder population: application of the Feuerstein Instrumental Enrichment Program for the Elderly. Life Span and Disability, v. 15, n. 2, p. 21-33, 2012.
FEUERSTEIN, R.; FEUERSTEIN, R. S.; FEUERSTEIN, A. Learning Potential Assessment Device-Basic. Jerusalem: ICELP Press, 2003.
FIDLER, D. J.; MOST, D. E.; PHILOFSKY, A. D. The Down syndrome behavioural phenotype: Taking a developmental approach. Advance Online Publication. Down syndrome Research and Practice, v. 1, p. 37-44, 2008. DOI: https://dx.doi.org/10.3104/reviews.2069
FRIDJA, N. Not passion’s Slaves. Emotion Review, v. 2, p. 68-75, 2010. DOI: https://dx.doi.org/10.1177/1754073909345543
GINDIS B. The social/cultural implication of disability: Vygotsky’s paradigm for special education. Educational Psychologist, v. 30, n. 2, p. 77-81, 1995.
GOIS, D. N. dos S.; BARBATO, S. B. Dinâmicas de Produção da Identidade Docente na EJA: um Estudo Multimétodos1. Psicologia: Ciência e Profissão v. 38, n. 3, p. 480-493, jul./set. 2018. DOI: https://doi.org/10.1590/1982-37030000492017
GROSS, J. J. Emotion regulation: Taking stock and moving forward. Emotion, n. 13, p. 359-365, 2013. DOI: https://doi.org/10.1037/a0032135
GROSS, J. J.; THOMPSON, R. A. Emotion regulation: Conceptual foundations. In: GROSS, J. J. (ed.). Handbook of emotion regulation. New York: Guilford Press, 2007. p. 3-24.
JARROLD, C.; NADEL, L.; VICARI, S. Memory and neuropsychology in Down syndrome. Advance Online Publication. Down Syndrome Educational On Line, 2008. DOI:10.3104/reviews.2068. Disponivel em: https://www.down-syndrome.org/reviews/2068/
KNAPP, K.; MORTON, M. J. B. Desenvolvimento do Cérebro e Funcionamento Executivo. Enciclopédia sobre o desenvolvimento na primeira infância, 2013. Disponível em: http://www.enciclopedia-crianca.com/funcoes-executivas/segundo-especialistas/desenvolvimento-do-cerebro-e-funcionamento-executivo. Acesso em: 10 mar. 2017.
KOZULIN, A.; GINDIS, B. Sociocultural Theory and Education of Children with Special Needs: From Defectology to Remedial Pedagogy. In: DANIELS, H.; COLE, M.; WERTSCH, J. (ed.). The Cambridge Companion to Vygotsk. New York: Cambridge University Press, 2007. p. 332-363.
LAZARUS, R. Emotions and Interpersonal Relationships: Toward a Person-Centered Conceptualization of Emotions and Coping. Journal of Personality, v. 74, p. 9-46, 2006a. DOI: https://dx.doi.org/10.1111/j.1467-6494.2005.00368.x.
LAZARUS, R. Emotion narratives: A radical new research Approach. In: LAZARUS, R. (org.). Stress and Emotion: A new synthesis. New York: Springer Publishing Company, 2006b. p. 193-215.
LEE, N. R.; FIDLER, D. J.; BLAKELEY-SMITH, A.; DAUNHAUER, L.; ROBINSON, C.; HEPURNS, S. L. Caregiver report of executive runctioning in a Population-Based Sample of Young Children with Down syndrome. Am J Intellect Dev Disabil, v. 116, n. 4, p. 290-304, 2011. DOI: https://dx.doi.org/10.1352/1944-7558-116.4.290
LEWIN, K. A Dynamic Theory of Personality. New York: McGraw-Hill, 1945.
MARQUES, V.; SATRIANO, C. R. Narrativa, subjetividade e enunciação: reflexões teórico-metodológicas e emancipatórias. Linhas Críticas (Online), v. 20, p. 257-282, 2014.
MARTIN, G. E.; KLUSEK, J.; ESTIGARRIBIA, B.; ROBERTS, J. E. Language Characteristics of Individuals with Down Syndrome. Topics in Language Disorders, v. 29, n. 2, p. 112-132, 2009. Disponível em: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2860304/.
MASCOLO, M. F.; FISCHER, K. W. Dynamic Development of thinking, feeling and acting. In: OVERTON, W. F.; MOLENAAR, P. C. M.; LERNER, R. M. (ed.). Processes, Relations and Relational - Developmental – Systems. New Jersey: Wiley, 2015. p. 113-160.
MCCLELLAND, M. et al. Self-regulation. In: HALFON, N. et al. (ed.). Handbook of Life Course Health Development. Cham (CH): Springer; 2017. Disponível em: https://www.ncbi.nlm.nih.gov/books/NBK543707/. Acesso em: 20 jun. 2020.
MCADAMS, D. P.; GUO, J. Narrating the generative life. Psychological Science, v. 26, p. 475-483, 2015. Disponível em: http://dx.doi.org/10.1177/0956797614568318
MIETO, G. M.; BARBATO, S.; ROSA, A. Professores em transição: produção de significados em atuação inicial na inclusão escolar. Psicologia: Teoria e Pesquisa, Brasília, v. 32, p. 1-9, 2016.
MOORS, A.; BODDEZ, Y.; DE HOUWER, J. The Power of Goal-Directed Processes in the Causation of Emotional and Other Actions. Emotion Review, v. 9, p. 310-318, 2017. DOI: https://dx.doi.org/10.1177/1754073916669595
MOORS, A.; ELLSWORTH, P. C.; SCHERER, K.; FRIJDA, N. H. Appraisal Theories of Emotion: State of the Art and Future Development. Emotion Review, v. 5, n. 2, p. 119-125, 2013. DOI: https://dx.doi.org/10.1177/1754073912468165
OVERTON, W.F. Process and relational developmental systems. In: OVERTON W.F. & MOLENAAR P.C. (ed.). Handbook of child psychology and developmental science, Vol. 1: Theory and method. Hoboken, NJ: Wiley, 2015. p. 9-62.
ROBERTS, L. V.; RICHMOND, J. L. Preschoolers with Down syndrome do not yet show the learning and memory impairments seen in adults with Down syndrome. Developmental Science, v. 18, n. 3, p. 404-419, 2015. DOI: https://dx.doi.org/10.1111/desc.12225
ROSA, A.; GONZÁLEZ, F. Citizen, virtues and self in multicultural societies. A view of the embodiment of values in the development self. In: BRANCO, A.; VALSINER, J. (org.). Cultural psychology of human values. Charlotte, N.C.: Information Age Publications, 2012.
SCHERER, K. R. Studying appraisal-driven emotion processes: taking stock and moving to the future. Cognition and Emotion, v. 33, n. 1, p. 31-40, 2019. DOI: https://doi.org/10.1080/02699931.2018.1510380
SCHERER, K. R. What are emotions? And how can they be measured? Social Science information, v. 44, n. 4, p. 695-729, 2005. DOI: https://doi.org/10.1177/0539018405058216
SKOTKO, B. G.; LEVINE, S. P.; GOLDSTEIN, R. Self-perceptions from People with Down Syndrome. Am J Med Genet A, n. 10, p. 2360-2369, 2011. DOI: https://dx.doi.org/10.1002/ajmg.a.34235
AUTOR, 2019
AUTOR; ALMEIDA, S. F. C. 2013
AUTOR; BARBATO, S. 2017
AUTOR; BARBATO, 2020
VAN HOOFT, S. Understanding Virtue Ethics. Chesham: Acumen, 2006.
VIANELLO, R.; LANFRANCHI, S. Genetic syndromes causing mental retardation: deficit and surplus in school performance and social adaptability compared to cognitive functioning. Life Span and Disability, v. 11, n. 1, p. 41-52, 2009.
VIANELLO, R.; LANFRANCHI, S. Positive effects of the placement of students with intellectual developmental disabilities in typical class. Life Span and Disability, v. 14, n. 1, p. 75-84, 2011.
VIANNA, E.; STETSENKO, A. Connecting learning and Identity development through a Transformative Activist Stance: application in adolescent development in a child welfare program. Human Development, v. 54, p. 313-338, 2011.
VIANNA, E.; STETSENKO, A. Research with a Transformative Activist Agenda: creating the future trough education or social change. National Society for the Study of Education, v. 113, n. 2, p. 575-602, 2014.
VIGOTSKY, L. S. Consciousness as a problem in the psychology of behaviour. 1925. Disponível em: www.marxist.org.
VYGOTSKY, L. S. Los problemas fundamentales de la Defectología contemporánea. Madrid: Visor. Wertsch, 1997. (v. 5).
VIGOTSKY, L. S. Thinking and Speaking. 1934. Disponível em: www.marxist.org.
VIGOTSKY, L. S.; LURIA, A. Tool and symbol in child development. 1930. Disponível em: https://www.marxists.org/archive/vygotsky/works/1934/tool-symbol.htm
VYGOTSKY, L. S. Interaction between learning and development. In: COLE, M.; JOHN-STEINER, V.; SCRIBNER, S.; SOUBERMAN, E. (ed.). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press, 1978. p. 79-91. Disponível em: http://ouleft.org/wp-content/uploads/Vygotsky-Mind-in-Society.pdf
VYGOTSKY, L. S. A formação social da Mente. São Paulo: USP, 1984.
VYGOTSKY, L. S. A Construção do Pensamento e da Linguagem. São Paulo: Martins, 2001.
WERTSCH, J. Mediation. In: DANIELS, H.; COLE, M.; WERTSCH, J. (ed.). The Cambridge Companion to Vygotsky. New York: Cambridge University Press, 2007. p. 178-192.
WRIGHT, I.; LEWIS, V.; COLLINS, G. M. Imitation and representational development in young children with Down syndrome. British Journal of Developmental Psychology, v. 24, p. 429-450, 20
DOI: https://doi.org/10.22408/reva9020241182e-9011
Métricas do artigo
Metrics powered by PLOS ALM
Apontamentos
- Não há apontamentos.
Revista Valore
ISSN: 2525-9008