ABSTRACT
The Silent Child (Chris Overton, 2017), recibió el premio Oscar de la Academia al mejor cortometraje en su 90° edición, 2018. Además de sus méritos estéticos, tiene la virtud de incluir una multiplicidad de temas relativos al campo psicoeducativo, a la ética profesional y al Derecho a la Identidad. Para abordar esta complejidad se convocó a cuatro profesoras y tres tesistas de posgrado de la Universidad de Buenos Aires para que aportaran ideas desde sus respectivas especialidades. Este artículo es el resultado de esa interlocución, en su fase inicial a través de los escritos presentados por cada una de ellas. Se espera que en su carácter introductorio promueva nuevas indagaciones, contribuyendo a un pensamiento interdisciplinario en el ámbito de la salud y la educación.
The Silent Child (Chris Overton, 2017), received the Academy Award for best short film in its 90th edition, 2018. In addition to its aesthetic merits, it has the virtue of including a multiplicity of topics related to the psychoeducational field, to the professional ethics and the Right to Identity. To address this complexity, four professors and three postgraduate thesis students from the University of Buenos Aires were invited to contribute ideas from their respective specialties. This article is the result of this dialogue, in its initial phase through the writings presented by each of them. This introductory article is expected to promote new inquiries, contributing to interdisciplinary thinking in the field of health and education.
Subject(s)
Child, Preschool , Child , Parent-Child Relations , Persons With Hearing Impairments , Sign Language , Education of Hearing Disabled , Social Workers , Patient CareABSTRACT
Diana es hipoacúsica. El encierro, por el covid-19, le hizo sentir: necesito hacer algo para mí y no sé qué me gusta. Algo de su historia tiene que ver con esto, años de trabas e impedimentos, pero no a causa de su discapacidad, sino de su vida, su historia, su madre. Uno de los mecanismos esenciales del análisis es la noción de la falta de objeto. ¿Se trata de la falta de audición? Diana no sufre, no se queja de su sordera. Le pedimos al paciente hacerse cargo de sus dichos, entonces a una persona sorda, con deseo de análisis: ¿usar LSA le impediría hacerse cargo? La dirección de la cura apunta a pasar de los enunciados a la enunciación. La lengua de señas es un modo de enunciar. No es con el modo en que enuncia sino con sus enunciados que vamos a trabajar
Diana has hearing loss. Covid lockdown made her feel that she needed to do something for her, though she did not know what she liked. Something from her past history has something to do with that, years of obstacles and impediments, not because of her disability, but because of her life, her history, her mother. One of the essential mechanisms in the analysis is the notion of the lack of object. Is this about the hearing loss? Diana does not suffer; she does not complain about that. We ask the patient to take responsibility for what they say. Therefore, would the use of sign language become an obstacle to a person with hearing loss and willing to be analysed? The direction of the cure aims at passing from the enunciated to the enunciation. Sign language is a way to enunciate. We will work with her enunciations, not with the way she enunciates
Subject(s)
Humans , Female , Sign Language , Hearing Loss , Psychotherapy , CommunicationABSTRACT
O presente trabalho pretendeu comparar a ansiedade relatada através da Escala Analógica de Humor (EAH) no Teste da Simulação do Falar em Público em adolescentes surdos e ouvintes. Participaram do experimento quinze surdos que dominam o alfabeto digital e a Língua Brasileira de Sinais (LIBRAS) (grupo experimental) e quinze ouvintes (grupo controle) com idades entre 11 a 18 anos, pareados em relação a variáveis sócio-econômicas e sexo. Ambos os grupos foram submetidos individualmente ao teste da simulação do falar em público, no qual a escala analógica de humor foi aplicada nas fases de adaptação, pré-discurso, durante o discurso e pós-discurso. Os resultados obtidos em ambos os grupos indicam que para a população de adolescentes o teste não gerou a ansiedade tipicamente relatada em adultos e não houve diferença estatística significativa entre os grupos segundo tipo de linguagem usada.
The purpose of this study was to compare the anxiety reported by deaf and normal hearing teenagers on the Public Speaking Simulation Test through the Humor Analog Scale (HAS). Fifteen deaf teenagers expert on the digital alphabet and on the Brazilian Sign Language (Libras) and fifteen normal hearing (control group) with 11 to 18 years of age participated on the study. Social economic class and genre were similar in the two groups. Both groups were individually submitted to a Public Speaking Simulation Test, and evaluated by the Humor Analog Scale applied on the adaptation phase, pre-speech phase, during the speech phase and after the speech phase. For the teenager population the test did not cause anxiety, typically obtained with adults. There was no significant statistic difference between the two different language groups.