@article{Thomopoulos_2014, place={Belo Horizonte-MG}, title={Reflexões sobre o papel da escrita como ferramenta diagnóstica e reintegrativa de sujeitos com problemas cognitivos e a formação linguística dos profissionais da área: para uma legítima inclusão}, volume={7}, url={https://periodicos.ufmg.br/index.php/textolivre/article/view/16682}, DOI={10.17851/1983-3652.7.2.174-180}, abstractNote={<!-- p { margin-bottom: 0cm; direction: ltr; font-size: 12pt; line-height: 120%; text-align: justify; widows: 2; orphans: 2; }a:link { } --> <!-- p { margin-bottom: 0.21cm; }a:link { } --><p style="margin-bottom: 0cm;"><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><strong>RESUMO</strong><span style="font-weight: normal;">:</span> Nesta reflexão, discute-se o papel da escrita no diagnóstico diferencial de afasias motoras e apraxias, bem como o seu uso como recurso de preservação/resgate da subjetividade de indivíduos com comprometimentos cognitivos diversos. Apresentam-se também as influências recíprocas entre oralidade e escrita em quadros de problemas fonoarticulatórios e problematiza-se a formação de professores de Ensino Fundamental e dos profissionais que atuam nas esferas da Fonoaudiologia e da Psicopedagogia, com vistas a promover uma legítima “inclusão” social dos sujeitos com problemas cognitivos. .</span></span></p><p style="margin-bottom: 0cm;"><span style="font-family: Liberation Sans,sans-serif;"><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><strong>PALAVRAS</strong></span></span><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><strong>-</strong></span></span><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><strong>CHAVE</strong></span></span><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;">: </span></span>inclusão social; formação de professores; língua escrita; formação linguística; problemas fonoarticulatórios. </span></p><p style="margin-bottom: 0cm; font-weight: normal; page-break-before: auto;"> </p><p style="margin-bottom: 0cm; page-break-before: auto;"><span style="font-family: Liberation Sans,sans-serif;"><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><strong>ABSTRACT</strong></span></span><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><span style="font-weight: normal;"><span style="background: transparent;">:</span></span></span></span><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><span lang="en-US">In this reflection, the role of writing in differential diagnosis of motor aphasias and oral apraxic disorders is discussed, as well as its use as a resource for preserving/rescuing the subjectivity of individuals with other cognitive problems. This study also showed reciprocal influences of orality and writing on cases of children with phonoarticulatory problems. Finally, the formation of elementary teachers and professionals working in the spheres of speech therapy and psycho-pedagogy is problematized in order to promote a legitimate social "inclusion" of subjects with cognitive problems.</span></span></span></span></p><p style="margin-bottom: 0cm;"><span style="font-family: Liberation Sans,sans-serif;"><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;"><strong>KEYWORDS</strong></span></span><span style="color: #000000;"><span style="font-family: Liberation Sans,sans-serif;">: </span></span>social inclusion; teacher training; written language; language training; phonoarticulatory problems.</span></p>}, number={2}, journal={Texto Livre}, author={Thomopoulos, Margareth de Souza Freitas}, year={2014}, month={set.}, pages={174–180} }