Desenvolvimento fonológico em crianças com Síndrome Congênita do Zika Vírus e perspectivas para o ensino da língua escrita: uma revisão integrativa da literatura

Abstract

Between 2015 and 2016, Brazil faced an epidemic of the Zika virus, resulting in a significant number of children born with Congenital Zika Syndrome (CZS). This syndrome, resulting from Zika virus infection during pregnancy, can cause a pattern of multiple disabilities in the fetus, significantly impacting its language development process. Considering that many of these individuals are currently of school age, reaching the Early Years of Elementary Education, the phonological development of these children—given the close relationship between this process and written language development—gains prominence, necessitating further investigation. In this context, this dissertation proposes an investigation in the field of Language Acquisition studies on the phonological development of individuals with Congenital Zika Syndrome. Our main objective was to conduct an integrative review regarding the phonological development of children with Congenital Zika Syndrome, aiming to answer the following research question: “What is known about the phonological development in children with Congenital Zika Syndrome, and how can this development be related to the processes of literacy and education of these individuals?”. The specific objectives of the research included: a comprehensive survey of studies on the subject, using the integrative literature review methodology; the mapping of the CAPES areas of knowledge where research on the linguistic development of people with Congenital Zika Syndrome is located; an investigation, based on the proposed integrative review, of the phonological development in children with Congenital Zika Syndrome; the proposal of recommendations for the improvement of language practices in educational contexts aimed at these individuals; and the presentation of the Theory of Dynamic Complex Systems as a potent theoretical perspective for understanding the linguistic development of children with Congenital Zika Syndrome. Based on the integrative review conducted, considering our inclusion and exclusion criteria, we arrived at a total of twelve studies, which were organized into three thematic categories: 1) Development in the context of Congenital Zika Syndrome; 2) Characteristics of the language of children with Congenital Zika Syndrome; and 3) Interventions and support strategies for the language development of people with Congenital Zika Syndrome. These categories guided the discussion proposed in this dissertation, allowing for reflection on perspectives for the teaching of written language to students with Congenital Zika Syndrome. It is worth noting that even after the end of the Zika virus epidemic, other children with Congenital Zika Syndrome continue to be born, which reinforces the ongoing importance of this type of research. We hope, therefore, to contribute to the reflection and improvement of language practices, especially in educational contexts aimed at these individuals, as well as to suggest possibilities for future investigations related to the themes addressed here.