El paisaje lingüístico en los baños de mujeres de la Universidad Nacional de Cuyo, Mendoza - Argentina

R E S U M E N En este artículo se apunta a analizar los (micro)discursos que se encuentran en los baños públicos de la Facultad de Filosofía y Letras de la Universidad Nacional de Cuyo, Mendoza - Argentina Se focalizan las temáticas que se abordan, la clase de diálogos que se establecen y las valoraciones que se ponen de manifiesto. Se trata de una investigación de tipo cualitativo y exploratorio. Se trabaja con un corpus de imágenes recopilado en los baños públicos de la Facultad de Filosofía y Letras de la Universidad Nacional de Cuyo en el mes de junio de 2022.

A B S T R A C T This article aims to describe and interpret the (micro)discourses that are found in the public bathrooms of the Faculty of Philosophy and Letters of the National University of Cuyo. In particular, the focus of this study is in the topics that are addressed, the kind of dialogues that are established and the assessments that are revealed. It is a qualitative and exploratory research. It works with a corpus of images collected in the public bathrooms of the Faculty of Philosophy and Letters of the National University of Cuyo in the month of June 2022.

Este artigo tem como objetivo analisar os (micro)discursos encontrados nos banheiros públicos da Faculdade de Filosofia e Letras da Universidade Nacional de Cuyo. Focalizam-se os temas que são abordados, o tipo de diálogos que se estabelecem e as avaliações que se revelam. Trata-se de uma pesquisa qualitativa e exploratória. O trabalho explora um corpus de imagens coletadas nos banheiros públicos da Faculdade de Filosofia e Letras da Universidade Nacional de Cuyo no mês de junho de 2020.

Desarrollo linguo-comunicativo en el Inglés con fines profesionales. Un estudio de caso

Un apreciable impacto lo constituye el desarrollo linguo-comunicativo en el Inglés con fines profesionales del estomatólogo para la comunicación profesional, sus habilidades comunicativas mejoran con la práctica intensiva y extensiva del idioma extranjero, lo cual garantiza adaptar la comunicación a los contextos diversos (docencia, asistencia e investigación) y posibilita la construcción de un discurso basado en su producción oral. Presentamos el caso de una estomatóloga que ingresó en el curso de superación idiomática y descubrimos aptitudes para la lengua extranjera, se les realizaron pruebas orales y escritas en situaciones comunicativas profesionales y su trayectoria se elevó con su preparación hasta obtener los niveles B1 y B2 según el Marco Común Europeo de Referencia para las Lenguas y sus suscriptores. El desarrollo linguo-comunicativo en el Inglés con Fines Profesionales (IFP) en estomatología si no se entrena con sistematicidad implica una disminución en lo lingüístico-profesional estomatológica y reduce ampliamente el nivel científico actualizado por los resultados que el mundo de la ciencia estomatológica engloba en los circuitos internacionales de poder de información anglófonos. Ante la creciente demanda de la preparación idiomática para los profesionales de la salud de la provincia, se necesita evaluar y entrenar la capacidad lingüístico-profesional en los estomatólogos. El estudio de caso demuestra que con una intensiva y extensiva práctica del IFP se puede comunicar el estomatólogo en los contextos diversos (docencia, asistencia e investigación).

An appreciable impact is the linguo-communicative development in English for professional purposes of the stomatologist for professional communication, their communicative skills improve with the intensive and extensive practice of the foreign language, which guarantees to adapt communication to different contexts (teaching, assistance and research) and enables the construction of a discourse based on their oral production. We present the case of a stomatologist who entered the language improvement course and we discovered foreign language skills, oral and written tests were carried out in professional communicative situations and her career rose with her preparation to obtain levels B1 and B2 according to the Common European Framework of Reference for Languages and its subscribers. The linguo-communicative development in English for Professional Purposes (IFP) in stomatology if it is not trained systematically implies a decrease in the linguistic-professional stomatology and greatly reduces the scientific level updated by the results that the world of stomatological science encompasses in the international circuits of English-speaking information power. Given the growing demand for language preparation for health professionals in the province, it is necessary to evaluate and train the linguistic-professional capacity in stomatologists. The case study demonstrates that with an intensive and extensive practice of the IFP the stomatologist can communicate in the different contexts (teaching, assistance and research).

Um impacto apreciável é o desenvolvimento linguo-comunicativo em inglês para fins profissionais do estomatologista para a comunicação profissional, suas habilidades comunicativas melhoram com a prática intensiva e extensiva da língua estrangeira, o que garante a adaptação da comunicação a diferentes contextos (ensino, assistência e pesquisa) e possibilita a construção de um discurso a partir de sua produção oral. Apresentamos o caso de uma estomatóloga que ingressou no curso de aperfeiçoamento linguístico e descobrimos habilidades em língua estrangeira, testes orais e escritos foram realizados em situações comunicativas profissionais e sua carreira aumentou com sua preparação para obter os níveis B1 e B2 de acordo com o Quadro Europeu Comum de Referência para Línguas e seus assinantes. O desenvolvimento linguo-comunicativo em Inglês para Fins Profissionais (IFP) em estomatologia, se não for treinado sistematicamente, implica uma diminuição da estomatologia linguístico-profissional e reduz sobremaneira o nível científico, atualizado pelos resultados que o mundo da ciência estomatológica engloba nos circuitos internacionais de poder informacional de língua inglesa. Dada a crescente demanda de preparação linguística para os profissionais de saúde na província, faz-se necessário avaliar e treinar a capacidade linguístico-profissional em estomatologistas. O estudo de caso demonstra que com uma prática intensiva e extensiva do IFP o estomatologista pode se comunicar nos diferentes contextos (ensino, assistência e pesquisa).

Associated factors of professional burnout among faculty members of graduate stricto sensu programs in language teaching and linguistics: a cross-sectional study

Abstract BACKGROUND: The burnout syndrome can be avoided and/or have its signs and symptoms reduced by knowing the five associated factors that help identify the health and working conditions of the professors of graduate programs. OBJECTIVE: To analyze the factors associated with burnout among faculty members of graduate stricto sensu programs. DESIGN AND SETTING: A cross-sectional study was conducted among 585 faculty members of Graduate Programs in Language Teaching and Linguistics in Brazil. METHODS: Data were collected through an online questionnaire. The outcomes were the dimensions of burnout and its related factors identified through multiple templates of logistic regression. RESULTS: Faculty members with increased chances of emotional exhaustion and depersonalization mentioned the use of medications due to labor activities. The negative influence of pace and intensity of work, thoughts about quitting the program, and having to produce three or more scientific articles were associated with higher chances of emotional exhaustion, while having to achieve nine hours per week in undergraduate programs was related to reduced personal accomplishment. Having a conjugal relationship, satisfaction with health and work, post-doctoral degree, autonomy, and good interpersonal relationships with faculty members of the program reduced the chances of emotional exhaustion. Reduced chances of depersonalization occurred among those who were satisfied with work, had good interpersonal relationships with advisees and faculty members, and received productivity funding. CONCLUSION: Sociodemographic, health, and occupational factors related to the dimensions of burnout were identified.

Actitudes lingüísticas de los maestros bogotanos hacia el lenguaje inclusivo / Linguistic attitudes of Bogotan-teachers towards inclusive Language / Atitudes lingüísticas dos professores de Bogotá em relação a uma linguagem inclusiva

RESUMEN Son diversas las proclamas que abogan por el uso constante del lenguaje inclusivo en las aulas de clase con el objeto de disminuir las brechas de discriminación e intolerancia ante la diversidad en el ámbito educativo. El presente estudio analiza las actitudes lingüísticas de los maestros bogotanos de la escuela pública respecto de la utilización del lenguaje inclusivo. La investigación se inscribe en el enfoque Qualitativo con un alcance descriptivo. Se empleó el cuestionario sociolingüístico y la escala de Likert en la medición de las actitudes lingüísticas, instrumentos propios del método directo. En los hallazgos, se observa que las percepciones lingüísticas negativas se fundamentan en la corrección idiomàtica y en las directrices establecidas por la Real Academia Española. Asimismo, algunos maestros consideran necesario replantear la noción de lenguaje inclusivo, pues la actual no involucra el contexto escolar en su totalidad. Se concluye que los docentes asumen la normalización lingüística en la valoración del lenguaje inclusivo y, al mismo tiempo, consideran que las formas @, -e, -x no están insertas en su variedad lingüística.

AВSTRАСT There are several proclamations advocating the continued use of inclusive language in classrooms to reduce the gaps of discrimination and intolerance to diversity in the field of education. The study is part of the qualitative approach with a descriptive scope. The sociolinguistic questionnaire and the Likert scale were used in the measurement of linguistic attitudes, instruments of the direct method. In the findings, it is observed that negative linguistic attitudes are based on language correction and the guidelines established by the Real Academia Española. In addition, some teachers consider that it is necessary to rethink the notion of inclusive language, since the current one does not involve the school context in its entirety. It is concluded that teachers assume linguistic standardization in the assessment of inclusive Language, and, at the same time, they consider that the forms of inclusive language are not embedded in their linguistic variety.

RESUMO Há várias proclamações que defendem o uso constante de linguagem inclusiva na sala de aula, a fim de reduzir as lacunas de discriminação e intolerância em relação à diversidade na esfera educacional. Este estudo analisa as atitudes lingüísticas dos professores da escola pública de Bogotá em relação ao uso de uma linguagem inclusiva. A pesquisa é baseada em uma abordagem qualitativa com um escopo descritivo. O questionário sociolingüístico e a escala Likert foram usados para medir atitudes lingüísticas, instrumentos típicos do método direto. Os resultados mostram que as percepções lingüísticas negativas se baseiam na correção idiomática e nas diretrizes estabelecidas pela Real Academia Espanhola. Além disso, alguns professores consideram necessário repensar a noção de linguagem inclusiva, pois a linguagem atual não envolve o contexto escolar em sua totalidade. Conclui-se que os professores assumem a normalização lingüística na valorização da linguagem inclusiva e, ao mesmo tempo, consideram que as formas @, -e, -x não são parte de sua variedade lingüística.

Sistematización teórica acerca de la formación del profesional como proceso de apropiación de la cultura / Theoretical systematization about professional training as a process of appropriation of culture

RESUMEN El artículo destaca la formación del profesional como un proceso de apropiación de la cultura que precisa del accionar planificado del profesor con un sentido orientador y de la formación lingüística para hacerlo, desde su conciencia lingüística para usar con un criterio exhaustivo la lengua idioma en la enculturación inherente al proceso de formación. Se hace un recorrido, por lo que se considera dimensiones para la comprensión global del sistema con el cual se construye - deconstruye la apropiación de la cultura: el lenguaje y sus unidades estructurales, con énfasis en el sistema léxico y sus principales modelos; de ahí que le es inherente al presente texto el objetivo de exponer los resultados de una sistematización teórica sobre el tratamiento de estos contenidos en la educación superior. Los resultados que se exhiben derivan de una línea de investigación que la autora desarrolla hace treinta y cinco años, como docente e investigadora en la educación superior, en la que se inscribe además, su tesis doctoral.

ABSTRACT The article highlights the training of the professional as a process of appropriation of the culture that requires the planned action of the teacher with a guiding sense and the linguistic training to do so, from his linguistic awareness to use the language in enculturation with an exhaustive criterion. inherent in the training process. A tour is made, for what is considered dimensions for the global understanding of the system with which the appropriation of culture is built - deconstructed: language and its structural units, with emphasis on the lexical system and its main models; hence, the objective of presenting the results of a theoretical systematization on the treatment of these contents in higher education is inherent to this text. The results that are exhibited derive from a line of research that the author has developed thirty-five years ago, as a teacher and researcher in higher education, in which her doctoral thesis is also inscribed.

Efectos de la estructura textual sobre la comprensión y abstracción de hechos históricos / Effects of textual structure on comprehension and abstraction of historical facts

Resumen En este trabajo se indagó, desde una aproximación psicológica no representacional, y a partir de dos experimentos, por el efecto de la estructura textual en la comprensión y abstracción de textos. En el primer experimento, quince estudiantes universitarios leyeron tres textos históricos distintos con una de tres estructuras -secuencial, jerárquica o circunstancial-, y se midió si interpretaron, subinterpretaron o sobreinterpretaron los textos en tres pruebas propias de cada estructura, y si realizaban la abstracción de un hecho común a los tres textos. En el segundo, se replicó sistemáticamente el primer experimento, pero con otros quince estudiantes, que se asignaron según su conocimiento conceptual del dominio histórico-político. Los resultados sugieren mayor subinterpretación con la estructura secuencial, y mayor sobreinterpretación con la jerárquica y la circunstancial; el conocimiento conceptual explicó los hallazgos mejor que la estructura textual, pero no dio cuenta de toda la variabilidad. Al final se discuten los resultados en términos de la mediación lingüística como una competencia subordinante tanto del conocimiento conceptual como de la estructura textual. Asimismo, se resaltan las ventajas del registro evolutivo de la comprensión de cada lector, se anticipan algunas fuentes de control adicional para futuros estudios, y se culmina proponiendo algunas implicaciones educativas de los hallazgos.

Abstract In two experiments, the effect of textual structure on the comprehension and abstraction of texts from a non-representational psychological approach was investigated. In the first experiment, fifteen college students read three different historical texts with one of three structures: -sequential, hierarchical, and circumstantial- and t was measured whether they interpreted, under-intetpreted or over-interpreted the texts in three tests specific to each structure, and whether they abstracted a fact common to the three texts. In the second, the first experiment was systematically replicated but with another fifteen students, who were assigned according to their conceptual knowledge of the historical-political domain. The results suggest greater under-intetpretation with the sequential structure, and greater over-interpretation with the hierarchical and circumstantial. Conceptual knowledge explained the findings better than the textual structure but did not account for all variability. The results are discussed in terms of linguistic mediation as a subordinating competence of both conceptual knowledge and textual structure. It also highlights the advantages of the evolving record of each reader's comprehension, anticipates some sources of additional control for future studies, and concludes by proposing some educational implications of the findings.

Competencias narrativas escritas en niños con trastornos del desarrollo / Narrative in children with developmental disorders

RESUMEN INTRODUCCIÓN: Los aspectos narrativos del lenguaje constituyen una competencia en el desarrollo funcional de la comunicación, la cual predice el desempeño académico de los niños. En este trabajo se estudia la narrativa en niños con trastornos del desarrollo, a fin de hacer diagnósticos precoces y adoptar mejores estrategias terapéuticas. MATERIAL Y MÉTODO: Estudio controlado analítico de corte transversal. Se incluyen sujetos de 9 a 17 años, evaluados con la prueba de teoría de la mente (TOM) de Sally y Anne, quienes luego deben narrar la historia de la prueba. Se evaluó el número total de palabras (TP), la cantidad total de oraciones (TO), el promedio de palabras por oración (PPO), la sintaxis (S) y la capacidad expresar la idea central del relato (ICR). RESULTADOS: Participaron 61 sujetos. El grupo 1 o control con 24, el grupo 2 con 37 sujetos (con diagnóstico de trastorno por déficit de atención (TDA), trastorno de la lectoescritura (TLE), trastorno del espectro autista (TEA) y discapacidad intelectual (DI)). En teoría de la mente respondieron correctamente 18 participantes del grupo 1, 7 participantes con TDA, 4 de los TLE, 5 sujetos con DI y 3 sujetos con TEA. Los sujetos del grupo 2 presentaron distintos grados de dificultades narrativas según el trastorno. A mayor edad utilizaron mayor cantidad de palabras, sin distinción por sexo. CONCLUSIÓN: Es importante estudiar los aspectos narrativos del lenguaje en pediatría puesto que las habilidades requeridas incluyen aspectos estructurales del lenguaje y habilidades cognitivas que es necesario tener en cuenta para definir estrategias terapéuticas más precisas y acordes a las necesidades de este grupo de pacientes.

ABSTRACT INTRODUCTION: Narrative is a competence in the functional development of communication that predicts academic performance in children. We studied narrative in children with developmental disorders in order to develop better therapeutic strategies. METHODS: Cross-sectional analytical controlled study. We included subjects age 9 to 17 years old, evaluated with the Mind Theory Test (TOM) of Sally and Anne in which they have to repeat a story. We evaluated total number of words (TP), total number of sentences (TO), average words per sentence (PPO), syntax (S) and ability to express the central idea of the story (ICR). RESULTS: We included 61 subjects in two groups. Group 1 or control with 24, Group 2 with 37 subjects (with a diagnosis of attention deficit disorder (ADD), literacy disorder (TLE), autistic spectrum disorder (ASD), intellectual disability (ID)). TOM 3 was correctly answered by 18 subjects of Group 1, 7 of ADD, 4 of the TLE, 5 of the ID and 3 participants with TEA. The Group 2 presented different degrees of narrative difficulties. All children said more words when they grew up without distinction by gender. DISCUSSION: Children with developmental disorders present a lower performance in narrative aspects depending of the disorder, which allows to carry out therapeutic strategies according to their needs.

Las fórmulas de tratamiento nominal: un rasgo de identidad lingüística en el habla juvenil / Nominal treatment forms: a feature of linguistics identity in youth speech / Fórmulas de tratamento nominal: uma característica da identidade linguística no discurso dos jovens

RESUMEN El artículo analiza si las fórmulas de tratamiento nominal son un rasgo de identidad lingüística en las comunidades de habla juveniles en la localidad de Kennedy Bogotá D.C. La metodología se abordó desde cuatro etapas: selección de los informantes con la técnica del muestreo selectivo cualificado; elección de los instrumentos de recolección de datos (grabación espontánea, cuestionario sociolingüístico, entrevista a profundidad y grupo focal); organización del corpus y análisis de los datos obtenidos desde la perspectiva de la sociolingüística interaccional. Los resultados arrojaron una relación directa entre las fórmulas de tratamiento nominal como rasgo central de la identidad lingüística en habla juvenil de la comunidad de habla estudiada, la cual se configura a través de la conciencia lingüística, el comportamiento lingüístico, la cohesión grupal, las prácticas discusivas, la comunicación efectuada en los medios masivos de comunicación y las redes sociales. Se concluye que los diversos deícticos sociales son un rasgo definitivo de la identidad lingüística en el habla juvenil en los diversos escenarios comunicativos.

ABSTRACT The paper analyzes the nominal forms of treatment as a feature of linguistic identity in the youth-speaking communities in Kennedy, Bogotá D.C. The methodology was approached from four stages: selection of the informants from the technique of qualified selective sampling; choice of data collection instruments (spontaneous recording, sociolinguistic questionnaire, in-depth interview and focus group); organization of the corpus and analysis of the data obtained from the perspective of interactional sociolinguistics. The results generated a direct relationship between the formulas of nominal treatment as a central feature of the linguistic identity in juvenile speech of the studied speech community which is configured through linguistic awareness, linguistic behavior group cohesion, practices discussion, communication stablished in the mass media and social networks. It is concluded that the various social deictics are a definitive feature of the linguistic identity in youth speech in the various youth communication scenarios.

RESUMO O artigo analisa se as fórmulas de tratamento nominal, são uma característica da identidade linguística nas comunidades de expressão juvenil na localidade de Kennedy Bogotá D.C. A metodologia foi abordada em quatro fases: selecção de informadores com a técnica de amostragem selectiva qualificada; ,escolha de instrumentos de recolha de dados (registo espontâneo, questionário sociolinguístico, entrevista aprofundada e grupo focal); organização do corpus e análise dos dados obtidos a partir da perspectiva da sociolinguística interactiva. Os resultados mostraram uma relação directa entre as fórmulas de tratamento nominal como uma característica central da identidade linguística no discurso juvenil da comunidade estudada, que se configura através da consciência linguística, comportamento linguístico, coesão grupal, práticas discursivas, comunicação nos meios de comunicação de massas e redes sociais. Conclui-se que os vários deictics sociais são uma característica definitiva da identidade linguística no discurso dos jovens em vários cenários comunicativos.

Motivation and Strategies for Reading Comprehension in Middle School / Motivación y Estrategias para la Comprensión Lectora en la Enseñanza Fundamental

Abstract In this study, we investigated the relationships among achievement goals, self-efficacy, reading strategies, and the self-assessment of performance in 47 Middle School students with control of the variable's history of repetition, school year, and age. The differences in the students' self-assessment regarding the practice of recreational reading were also analyzed. The students responded to three scales of the Multidimensional Battery of Reading Comprehension Self-Regulation. Statistically significant correlations were identified among the motivational constructs, reading strategies, self-assessment, and achievement goals. We identified differences in the indices between the bivariate and partial correlations. The achievement goals were predictors of self-efficacy and reading strategies. These three constructs predicted the students' self-assessment in Portuguese language and reading comprehension. Students who practiced recreational reading presented a higher self-assessment than students who did not have this habit. It is suggested to continue the investigations on the theme and incorporate the findings of this study into the pedagogical practices that encourage reading.

Resumen En este estudio, investigamos la relación entre los objetivos de logro, la autoeficacia, las estrategias de lectura y la autoevaluación del desempeño de 47 estudiantes de la enseñanza fundamental, con control de las variables historial de repetición, años escolares y edad. Se analizaron las diferencias en la autoevaluación de los estudiantes en la práctica de la lectura recreativa. Los estudiantes respondieron tres escalas de la Batería Multidimensional de Autorregulación para la Comprensión Lectora. Identificamos diferencias en las correlaciones bivariadas y parciales entre construcciones motivacionales, estrategias de lectura, autoevaluación y entre objetivos de logro. Los objetivos de logro fueron predicen autoeficacia y estrategias de lectura. Estos tres constructos predijeron la autoevaluación en portugués y comprensión de lectura. Los estudiantes que practicaban lectura recreativa tuvieron una autoevaluación más alta en comparación con los estudiantes que no tenían este hábito. Se sugiere continuar las investigaciones sobre el tema e incorporar los hallazgos de este estudio en las prácticas pedagógicas de la lectura.

Variações linguísticas e seus efeitos na saúde:: reflexões para a clínica fonoaudiológica / Linguistic variations and their effects on health:: reflections for the speech therapy clinic / Variaciones lingüísticas y sus efectos sobre la salud:: reflexiones para la clínica de logopedia

Introdução: As variações linguísticas não correspondem a distúrbios de comunicação, entretanto a sua valoração, constitui fonte de preconceito linguístico e discriminação social, chegando a processos de "patologização". Falantes de variações linguísticas não prestigiadas, supondo algum distúrbio, procuraram o serviço de saúde com queixa de sofrer discriminação por preconceito linguístico. Experimentavam sensação de inferioridade, retraimento social, até rebaixamento da autoestima; levando a crises de ansiedade ou a episódios depressivos. Objetivo: Analisar as repercussões das variações linguísticas em um grupo de sujeitos, estabelecer indicações à reflexão sobre essa problemática no campo da saúde, especialmente no manejo dessas repercussões no âmbito da clínica fonoaudiológica. Método: Estudo de natureza descritiva, caracterizado, em seu desenho, como estudo de caso. Utilizou-se a metodologia do Grupo de Discussão, que consiste em favorecer e promover a construção de discurso grupal; sendo este o objeto da pesquisa. Resultados e Discussão: As variações linguísticas são constituídas em função de origem, extração sociocultural e condição socioeconômica e foram percebidas como variável significativa da discriminação e exclusão social. As categorias analíticas depreendidas do discurso grupal: preconceito e bullying; comunidade de fala e exclusão social; expectativas frente à norma prestigiada. O trabalho fonoaudiológico deverá: - reconhecer e valorizar o sofrimento das vítimas; - promover o trânsito pelas variações linguísticas, entender nuances fonético-fonológicas, sintáticas, semânticas e prosódicas, avaliando os usos e contextos sociais dos gêneros discursivos orais. Conclusão: Indicar à Fonoaudiologia para acolher e atender as vítimas de preconceito linguístico, no âmbito da ação clínica de prevenção de agravos e de promoção da saúde.

Introduction:  Linguistic variations do not correspond to communication disorders; however, their valuation constitutes a source of linguistic prejudice and social discrimination, reaching processes of "pathologization". Speakers of non-prestigious linguistic variations, assuming some speech disorder, sought the health service with a complaint of suffering discrimination due to linguistic prejudice. They experienced a sensation of inferiority, social withdrawal, even lowering of self-esteem; leading to bouts of anxiety or depressive episodes. Objective: To analyze the repercussions of linguistic variations in a group of people, establish indications for reflection on this problem in the field of health, especially in the management of these repercussions in the field of speech therapy. Methods: 'Descriptive Research' characterized, in it's design, as a case study. The 'Focus Group Discussion' methodology was used, which consists in favoring and promoting the construction of a group discourse; this being the object of the research. Results: The linguistic variations are constituted in function of origin, socio-cultural extraction and socioeconomic condition and were perceived as a significant variable of discrimination and social exclusion. The analytical categories inferred from the focus group: prejudice and bullying; the speech community and social exclusion; expectations in relation to the prestigious norm. The Speech therapy work should: - recognize and value the suffering of victims; - promote the transit through linguistic variations, understanding phonetic-phonological, syntactic, semantic and prosodic nuances, evaluating the uses and social contexts of oral discourse genders. Conclusion: To indicate the Speech therapy to welcome and assist the victims of linguistic prejudice, in the scope of the clinical action of prevention and health promotion.

Introduccion: Las variaciones lingüísticas no corresponden a los trastornos de la comunicación, sin embargo su valoración es fuente de prejuicios lingüísticos y de discriminación social, lo que conduce a procesos de "patologización". Los hablantes de variaciones lingüísticas no prestigiosas, asumiendo algún trastorno del habla, buscaron el servicio de salud quejándose de discriminación por prejuicios lingüísticos. Experimentaban una sensación de inferioridad, de retraimiento social, incluso de disminución de la autoestima; lo que provocaba crisis de ansiedad o episodios depresivos. Objetivo: Analizar las repercusiones de las variaciones lingüísticas en un grupo de sujetos, establecer indicaciones para la reflexión sobre este problema en el campo de la salud, especialmente en el manejo de estas repercusiones en el campo de la logopedia. Metodos:  Un 'Estudio Descriptivo', caracterizado en su diseño como un estudio de caso. Se utilizó la metodología del 'Grupo de Discusión', que consiste en favorecer y promover la construcción de un discurso grupal, siendo éste el objeto de la investigación. Resultados: Las variaciones lingüísticas se constituyen en función del origen, la extracción sociocultural y la condición socioeconómica y se perciben como una variable significativa de discriminación y exclusión social. Las categorías analíticas deducidas del discurso de grupo: prejuicios e intimidación; la comunidad de discurso y la exclusión social; expectativas en relación con la norma de prestigio. El trabajo logopedista debería: - reconocer y valorar el sufrimiento de las víctimas; - promover el tránsito por las variaciones lingüísticas, comprendiendo los matices fonético-fonológicos, sintácticos, semánticos y prosódicos, evaluando los usos y contextos sociales de los géneros del discurso oral. Conclusión: Indicar a Logopedia que acoja y asista a las víctimas de los prejuicios lingüísticos, en el ámbito de la acción clínica de prevención y promoción de la salud.

Referencias de Lacan a la lengua china: aspectos lingüísticos y matemáticos / Lacan´s references to the Chinese language: linguistic and mathematical aspects

El presente trabajo extrae referencias de Lacan sobre la lengua china - en los seminarios: "La identificación" (1961-1962), De un discurso que no fuera semblante (1971) y ... o peor (1971-1972) - para examinar aspectos lingüísticos y matemáticos, a través de aportes de sinólogos

The present paper extracts Lacan´s references on the Chinese language - in the seminars: "The Idenfication" (1961-1962), On a discourse that might not be a semblance (1971) and … or Worse (1971-1972) - to examine mathematical and linguistic aspects, through contributions of sinologists

Social defeat: Concept and measurement in a Hispanic population / Derrota social: Concepto y medición en población de habla hispana

Abstract Introduction Social defeat (SD) is defined as a feeling of having lost the fight leading to a loss of valuable status or of important personal goals, and has been associated to depression and suicidal behavior, among other disorders. Furthermore, it has been proposed as a mediating variable between social and clinical elements. Objective To adapt and validate a Spanish version of the Defeat Scale. Method A back translation into Spanish was carried out. SD, hopelessness, and social well-being were measured in 546 university students (Mean age = 20.93 years, SD = 2.98; 68.7% females). Results An exploratory factor analysis offered a two-dimension structure in the scale made up by the dimension defeat and triumph. A confirmatory factor analysis found good fit indicators for the two-dimension model (df = 89; χ2 = 188.96; CFI = .942; RMSEA = .061; IFI = .943). Both dimensions present good internal consistency (Cronbach's alpha > .70). SD was associated to higher levels of hopelessness and lower levels of social well-being. Discussion and conclusion The Spanish version of the Defeat Scale presents good psychometric properties. Its use can help deepen the understanding of psychopathological phenomena and their link to social elements within the context of Spanish speaking countries.

Resumen Introducción La derrota social (DS) se define como la sensación de lucha fallida en relación con una pérdida de estatus valioso o de metas personales importantes, y se ha relacionado con depresión y conducta suicida, entre otros trastornos. Además, ha sido propuesta como una variable mediadora entre elementos sociales y clínicos. Objetivo Adaptar y validar al español la Defeat Scale. Método Se realizó una traducción inversa para obtener la versión al español de la escala. Con la participación de 546 estudiantes universitarios (M = 20.93 años, DS = 2.98; 68.7% mujeres), se evaluaron DS, desesperanza y bienestar social. Resultados El análisis factorial exploratorio encontró una estructura de dos dimensiones, compuesta por una dimensión de derrota y otra de triunfo. El análisis factorial confirmatorio encontró buenos indicadores de ajuste para el modelo de dos dimensiones (df = 89; χ2 = 188.96; CFI = .942; RMSEA = .061; IFI = .943). Ambas dimensiones presentaron buena consistencia interna (α > .70). La DS se asoció con mayores niveles de desesperanza y menores niveles de bienestar social. Discusión y conclusión La versión al español de la Defeat Scale presenta buenas propiedades psicométricas. Su uso puede ayudar a profundizar la comprensión de psicopatologías y su relación con elementos sociales en países de habla hispana.

A Educação Especial Inclusiva em Contexto de Diversidade Cultural e Linguística: Práticas Pedagógicas e Desafios de Professoras em Escolas de Fronteira / Inclusive Special Education in a Context of Cultural and Linguistic Diversity: Pedagogical Practices and Challenges for Teachers in Schools on the Borders

RESUMO Este artigo caracteriza as percepções de professoras em escolas localizadas próximo à faixa de fronteira entre Ponta Porã, no Brasil, e Pedro Juan Caballero, no Paraguai, sobre sua formação e suas práticas pedagógicas com estudantes público-alvo da Educação Especial, na perspectiva da inclusão escolar, em um cenário de diversidade cultural e linguística. Uma pesquisa qualitativa foi realizada com cinco professoras de duas escolas públicas municipais, que responderam a uma entrevista semiestruturada. Os resultados sinalizam avanços, como a construção de materiais pedagógicos pelas professoras, considerando a diversidade cultural e linguística dos estudantes paraguaios, que têm como língua materna o guarani e/ou espanhol. Contudo, as professoras apontaram também dificuldades em razão das barreiras linguísticas, que podem levar os estudantes a uma deficiência secundária. Pesquisas futuras poderão ampliar esses achados, com a investigação da realidade e do cotidiano dos estudantes no ambiente de sala de aula, assim como da relação entre a família dos estudantes paraguaios e a escola.

ABSTRACT This paper describes the perceptions of teachers in schools located near the border range between Ponta Porã, in Brazil, and Pedro Juan Caballero, in Paraguay, about their training and its pedagogical practices with the target students of Special Education, from the perspective of school inclusion, in a scenario of cultural and linguistic diversity. A qualitative research was carried out with five teachers from two municipal public schools, who responded to a semi-structured interview. The results point to advances, such as the production of teaching materials by the teachers, considering the cultural and linguistic diversity of Paraguayan students, whose mother tongues are Guarani and/or Spanish. However, the teachers also mentioned challenges due to language barriers, which can lead students to a secondary disability. Future research may expand these findings by investigating the reality and daily lives of students in the classroom environment, as well as the relationship between the family of Paraguayan students and the school.

Validación de un diccionario de LIWC para identificar emociones intergrupales / Validation of a LIWC dictionary to identify intergroup emotions

Resumen Desde la tradición de analizar constructos psicológicos a partir del lenguaje, esta investigación de tipo instrumental tiene el objetivo de validar un diccionario de emociones intergrupales, cuyo proceso se fundamentó en el diseño, conformación y validación de listados de palabras asociadas a 38 emociones intergrupales, útiles para identificar emociones en corpus lingüísticos, analizados mediante el software Linguistic Inquiry and Word Count (LIWC), cuya función principal es identificar categorías lingüísticas y psicológicas en textos escritos. Nueve jueces, divididos en tres grupos, calificaron las palabras de acuerdo con los parámetros de pertinencia y relevancia de cada palabra, en relación con cada emoción. Enseguida, las puntuaciones se complementaron con una metodología de bloques aleatorios incompletos, a fin de estimar la calificación de las palabras restantes. Se encontró consistencia aceptable entre jueces, así como ajuste de sus puntuaciones en el modelo de Rasch, lo que permitió aceptar los resultados. A partir de las calificaciones, se depuró el 9 % de las palabras raíz, asociadas a 38 emociones (18 negativas, 17 positivas y 3 neutrales), complementadas con sus respectivas desinencias.

Abstract Following the tradition of analysing psychological constructs based on language, this instrumental research aims to validate a dictionary of intergroup emotions, whose process was based on the design, conformation, and validation of word lists associated with 38 intergroup emotions, useful to identifying emotions in linguistic corpus analysed, using the Linguistic Inquiry and Word Count software (LIWC), whose main function is to identify linguistic and psychological categories in texts. Nine judges divided into three groups rated the words in two parameters (pertinence and relevance of each word with the emotion) and the scores were complemented with an incomplete random block methodology, to estimate the qualification of the remaining words. Acceptable consistency was found among the judges, as well as adjustment of their scores in the Rasch model, which allowed accepting the obtained results. From these ratings, 9 % of the root words associated with 38 emotions (18 negative, 17 positive, and 3 neutral), subsequently supplemented with their respective endings, were cleared.

Análisis lingüístico clínico de las alteraciones fonológicas en el niño: un estudio de caso / Clinical linguistic analysis of phonological alterations in children: a case study

En los últimos años, dentro del ámbito clínico se ha pugnado por la integración de un marco teórico inter/multidisciplinar que permita explicar de forma integral las alteraciones del lenguaje. Esto adquiere mayor relevancia cuando se proponen categorías disgnósticas que se limitan a describir el daño y no a explicar las causas subyacentes. Así, los objetivos de este trabajo son: (1) identificar los factores neurofisiológicos y neuropsicológicos alterados, a partir de la perspectiva neuropsicológica de Luria, en un niño con problemas de lenguaje y (2) realizar un análisis lingüístico de los errores fonológicos para determinar la relación existente entre ambos elementos. El método que se siguió fue un estudio de caso ­de tipo descriptivo­donde se realizó un análisis cualitativo de los déficits fonológicos del paciente. Los resultados muestran que el niño presentaba un amplio rango de alteraciones fonológicas: asimilación, sustitución, omisión e inserción, todos ellos relacionados con el mecanismo de análisis y síntesis cinestésico y la organización secuencial de movimientos y acciones. Estos resultados sugieren que existe una relación entre los factores neuropsicológicos alterados y el tipo de error fonológico presentado. Se propone aquí, que los déficits del lenguaje pueden explicarse en mayor medida si se considera un enfoque neuropsicológico y lingüístico. Finalmente, la inclusión de la lingüística al campo clínico fonoaudiológico permitiría explicar los fenómenos observados de manera más integral.

Over the last years, the need of an inter/multidisciplinary framework has been advanced within clinical contexts that might integrally explain language alterations. This need is even more relevant when diagnostic categories that have been proposed describe mostly the damage, but they do not explain underlying causes. Thus, the aims of this work are: (1) identifying the altered neurophysiological and neuropsychological factors, from a Lurian neuropsychology perspective, in a child with language deficits and, (2) carry out a linguistic analysisof phonological errors to determine the relation between both facts A single-case study was implemented, and qualitative analysis was conducted to describe the child's phonological deficits. Results showed that the child had a wide range of phonological alterations: assimilation, substitution, omission, and insertion, all of them related with a deficit in kinesthetic analysis and synthesis mechanism, and sequential organization of movements and actions. These findings suggest that there is a relation between altered neuropsychological factors and type of phonological error observed. We propose that language deficits can be explained better if we consider a neuropsychologic and linguistic approaches. Finally, if a linguistic approach is including in the speech pathology clinical context, we can expect explain the observed phenomenon in a more integral way.

Cuestionario de Clasificación de Consumidores de Cigarrillos. Resultados de su aplicación en Cuba, 2017 / Questionnaire for classification of cigarette consumers. Results obtained from its implementation in Cuba, 2017

RESUMEN Introducción: El consumo de tabaco deviene un trastorno adictivo que pone en peligro la salud tanto de los fumadores como de los que lo rodean. Su evaluación adecuada requiere contemplar los factores psicológicos y sociales que lo propician. Objetivo: Describir el proceso de adaptación al contexto cubano del Cuestionario de clasificación de consumidores de cigarrillos y caracterizar la muestra de fumadores estudiada para ello. Material y métodos: La investigación desarrollada incluye dos etapas. La primera, clasifica como un estudio de desarrollo tecnológico y la segunda, consiste en un estudio descriptivo de corte transversal con un diseño cuantitativo. Participaron 5 expertos y 205 fumadores activos seleccionados a partir de un muestreo intencional procedentes de áreas de salud de La Habana y Santiago de Cuba. Resultados: Se desarrolló una versión válida para la población cubana del cuestionario, que contiene las recomendaciones realizadas por los expertos y obtuvo una consistencia interna de 0,7005. El 49.7% de los participantes clasificó como fumadores fuertes y 48.3% como fumadores moderados (de riesgo). Por otra parte 60% de ellos son hombres, 32,7% son jóvenes y 65% son trabajadores. Conclusiones: Se realizó la adaptación lingüística y cultural al contexto cubano del Cuestionario de clasificación de consumidores de cigarrillos, la cual cuenta con un nivel de fiabilidad adecuado. La mayor parte de los sujetos estudiados clasificaron como fumadores fuertes o moderados. Predominaron los del sexo masculino, jóvenes y trabajadores.

ABSTRACT Introduction: Tobacco consumption becomes an addictive disorder that endangers the health of both smokers and those around them. Its proper evaluation requires an analysis of the psychological and social factors that favor it. Objective: To describe the adaptation process of the questionnaire for classification of cigarette consumers within the Cuban context and characterize the sample of smokers under study. Material and Methods: The research includes two stages: the first stage that is classified as a technological development study, and the second one which consists of a descriptive cross-sectional study with a quantitative design. Five experts and 205 active smokers selected from an intentional sample from the health areas of Havana and Santiago de Cuba participated in the study. Results: A valid version of the questionnaire for the Cuban population was developed, which contains the recommendations made by the experts and obtained an internal consistency of 0.7005. It was observed that 49.7% of the participants classified as strong smokers and 48.3% as moderate smokers (at risk). On the other hand, 60% of them are men, 32.7% are young and 65% are workers. Conclusions: Linguistic and cultural adaptation to the Cuban context of the questionnaire for classification of cigarette consumers was carried out, which has an adequate level of reliability. Most of the subjects studied were classified as strong or moderate smokers. The male sex, young and workers predominated in the study.

Compreensão de leitura e consciência morfológica no ensino fundamental I / Comprensión de lectura y conciencia morfológica en la enseñanza fundamental / Reading comprehension and morfological awareness in elementary school

A compreensão de leitura e a consciência morfológica são habilidades que contribuem para o processo de ensino-aprendizagem. O objetivo do presente estudo foi investigar a proficiência em compreensão de leitura de 70 alunos (2º ao 5º ano) de uma escola pública paulista e verificar as diferenças de desempenho e as correlações existentes entre esta habilidade e a consciência morfológica. Os instrumentos utilizados foram dois testes de Cloze e as Tarefas de Avaliação da Consciência Morfológica. Os resultados indicaram aumento crescente em compreensão de leitura e consciência morfológica, conforme o avanço dos anos escolares. No 2º e 3º ano, os alunos obtiveram maiores escores na consciência morfológica derivacional e no 4º e 5º ano na flexional. Verificaram-se correlações estatisticamente significativas entre essas habilidades apenas no 3º e 5º ano. Sugere-se a continuidade nas investigações sobre o papel da consciência morfológica para o desenvolvimento da compreensão de leitura (AU).

Reading comprehension and morphological awareness are skills that contribute to the teaching and learning process. The present study aimed to investigate the reading comprehension proficiency of 70 students (2nd to 5th grades) of a public school in São Paulo and verify the differences in performance and correlations between this skill and the morphological awareness. The instruments were two Cloze tests and the Morphological Consciousness Assessment Tasks. The results indicated an increase in reading comprehension and morphological awareness, with grade level progression. In the 2nd and 3rd grade the students obtained higher scores in the derivational morphological awareness and in the 4th and 5th grade in the flexional. There were statistically significant correlations between these abilities only in the 3rd and 5th grade. It is suggested continuity in the investigations about the role of morphological awareness for the development of reading comprehension (AU).

Debido a la importancia del lenguaje y las habilidades metalingüísticas para el proceso de aprendizaje, este estudio investigó la competencia de los estudiantes de educación básica en comprensión de lectura. También se verificaron las diferencias de rendimiento en la comprensión lectora y la conciencia morfológica y las correlaciones existentes entre estas habilidades. Se evaluaron 70 alumnos (2º al 5º año) de una escuela publica en São Paulo. Los instrumentos utilizados fueron: prueba de Cloze y Tareas de Evaluación de la Conciencia Morfológica. Los resultados indicaron un aumento creciente en comprensión de lectura y conciencia morfológica, conforme el avance de los años escolares. En el 2º y 3º año los alumnos obtuvieron mayores escores en la conciencia morfológica derivativa y en el 4º y 5º año en la flexional. Las correlaciones entre estas habilidades fueron estadísticamente significativas entre estas habilidades solo en el 3º y 5º año. Se sugiere la continuidad en las investigaciones sobre el papel de la conciencia morfológica para el desarrollo de la comprensión de la lectura (AU).

The correlation between the dialogic parental guidance and the intensity of gadget utilization with the development of speaking and linguistic aspect of children at Tadika Puri early childhood education in 2018

Background :Since child development potentially subjects to disorder or deviation, early screening using the Pre-Screening Developmental Questionnaire must be conducted. The research result of Mardina (2016) shows that 8.2% toddlers experience suspect during their speech development. The introduction to gadget which happens too early and the absence of time limit could bring negative impact. Dialogic guidance from parents is highly needed to minimize the negative impact(s) of gadget utilization. This research aims to find the correlation between the dialogic parental guidance and the intensity of gadget utilization with the development of speech and linguistic on early childhood.  Methods :The research design was analytical reseach with cross-sectional arrangement and quantitative approach. It was conducted at Tadika Puri Kindergarten. The size of sample was 35 people with purposive sampling technique. The instruments used were questionnaire and pre-screening developmental questionnaire (PDQ). The data analysis technique used was chi square and logistic regression test. Results :Based on the research results, the majority of 25 respondents (71.4%) received good parental guidance, almost half or 10 respondents (28.6 %) had high-intensity of gadget utilization, while the other half i.e. 11 respondents.  (31.4%) experienced late development in speech and linguistic aspect. P value (0.02) < 0.05, there is correlation between dialogic parental guidance with speech development. P value (0.03) < 0.05 meant that there is correlation between the intensity and the linguistic development. Regression test, p value: = 0.018 < 0.05 , OR =4,307 which meant that intensity has special correlation and has opportunity which is 4 times bigger than dialogic parental guidance.Conclusion :There is correlation between dialogic guidance and the intensity of gadget utilization on the development of speech and linguistic.

La atribución intelectual en las revistas médicas cubanas / Intellectual attribution in Cuban medical journals

La identificación de la autoría de los argumentos en la escritura médica afecta imperativos de la ciencia como la precisión y la transparencia, la reproductibilidad y la responsabilidad legal. El objetivo aquí fue describir su comportamiento en revistas médicas cubanas certificadas como científicas por el CITMA, toda vez que las distintas formas de su expresión afectan imperativos de la ciencia como la precisión, la transparencia, la reproductibilidad y la responsabilidad legal por lo dicho y lo hecho. Para lograrlo se realizó el análisis cualitativo de una muestra de 50 secciones Discusión de artículos originales de investigación que fueron publicados entre el año 2007 y el 2011. Los datos fueron recolectados mediante hojas de codificación y luego analizados en el marco teórico de la pragmalingüística y la retórica de la ciencia. Hubo un 5 por ciento de enunciados con atribución intelectual inequívoca al autor del texto, manifiesta mediante el uso referencial de la persona gramatical; un 25 por ciento de enunciados atribuidos a terceras personas específicas mediante referencias bibliográficas, y un 70 por ciento de enunciados con atribución ambigua (47 por ciento de ellos atribuibles a terceras personas no especificadas y 23 por ciento de enunciados cuyo posible conceptualizador es la comunidad científica). En conclusión, la autoadscripción de los argumentos al hablante, preferiblemente mediante la primera persona gramatical, permite diferenciar en la ciencia entre juicio personal y acuerdo intersubjetivo, toda vez que la autoría de un artículo no presupone la autoría de todos los argumentos en él incluidos. La elevada proporción de enunciados emitidos por sus autores sin atribución intelectual explícita o con medios ambiguos, a pesar del alto grado de especialización textual, merece ulterior investigación y atención editorial(AU)

Acknowledgment of the authorship of arguments in medical writing affects science imperatives such as accuracy and transparency, reproducibility and legal responsibility. The purpose of the study was to describe its behavior in Cuban medical journals certified as scientific by CITMA. To achieve this end, a qualitative analysis was conducted of a sample of 50 Discusión (Discussion) sections dealing with original research papers published from 2007 to 2011. Data were collected onto coding sheets and analyzed within the theoretical framework of pragmalinguistics and science rhetoric. 5 percent of the statements were found to contain unequivocal intellectual attribution to the author of the text, made manifest by the referential use of the grammatical person; 25 percent of the statements were attributed to specific third persons by bibliographic references, and in 70 percent of the statements attribution was ambiguous (47 percent attributable to non-specified third persons and 23 percent in which the possible conceptualizer is the scientific community). In conclusion, self-ascription of arguments by the speaker, preferably through the use of the first grammatical person, makes it possible to distinguish personal judgment from inter-subjective arrangement, since authorship of a paper does not presuppose the authorship of all the arguments therein included. The high proportion of statements issued by their authors without intellectual attribution or by ambiguous means, despite the high degree of textual specialization, deserves further research and editorial attention(AU)

Linguistic Validation of the Phenylketonuria - Quality of Life (PKU-QOL) Questionnaire Into Brazilian Portuguese

Abstract The phenylketonuria - quality of life (PKU-QOL) questionnaire was developed to assess the impact of phenylketonuria (PKU) and its treatment on the health-related quality of life (HRQL) of patients and their caregivers. Available in four versions (child, adolescent, adult and parent), it was developed and validated in eight countries. The objective of this study was to linguistically validate the PKU-QOL questionnaire in Brazilian Portuguese for use in Brazil by clinicians who take care of PKU patients. The translation method used a standard linguistic validation process. The British English version served as a basis for translation. No major cultural or semantic issues were found during the process. The main difficulty was the use of the acronym "PKU" in the first translations. During the cognitive interviews, respondents made the confusion between the disease itself and the food supplement since it is written "PKU" or "COMIDA-PKU" on the packaging of the product. To overcome this issue, it was decided to use fenilcetonuria (fenil) or fenil alone throughout all versions. The PKU-QOL will be valuable for Brazilian healthcare providers in individualizing treatment and managing patients with PKU.