Phonological staff in the school: under the written and acquisition effect

Abstract

Critically analyzing the procedure of the speech therapy selection accomplished at schools, the article cuts out the mistake of the writing and impeaches its rule, raising the theoretical thinking of the Brazilian Interactionism in Language Acquisition, which takes it as the standard of the subject position in the speech. The analysis of the teacher and the speech therapist positions in face of the writing of a student who is in the process of learning how to read and write, permits a comparison between the feelings that the teacher – from his position as an educator – and the speech therapist – from his position as a school adviser – assign to the mistake that occurs in the student's writing. The analysis of what appears as a mistake reassures its rereading as a trace of the process of writing acquisition which requires only interpretation and not overcoming ways. The experience resulting from this dialogic activity between teacher and speech therapist enables the outlining of some theoretical principles pointing out to the urgency of the shift in the speech therapist's performance at school.