Resumo

ESCOTTO-CORDOVA, Eduardo A.  e  RAMOS, Ana M. Baltazar. Qualitative neuropsychology: semiotic alternations in the diagnosis and treatment of dyslexia, a case. Neuropsicologia Latinoamericana [online]. 2024, vol.16, n.3, pp.60-69.  Epub 05-Dez-2025. ISSN 2075-9479.  https://doi.org/10.5579/rnl.2024.0868.

Lurian-style qualitative neuropsychology uses the analysis of everyday life, the zone of proximal development, the systemic variation of activity, syndromic analysis and rehabilitative teaching as its fundamental procedures in diagnosis and intervention. For its part, the semiotic-linguistic approach for the diagnosis of language disorders, as well as the use of semiotic alternations, are theoretical-methodological resources that go beyond the merely linguistic analysis of language difficulties that has predominated until now. Using these features the diagnosis and treatment of a case of dyslexia in an 8-year-old girl with symptoms of dyslexia and ADHD reported by a neuropediatrician is presented. She was treated using semiotic alternations and the procedures of historical-cultural qualitative neuropsychology that resorts to the analysis of everyday life, zone of proximal development, systemic variation of activity, syndromic analysis and rehabilitative teaching as its fundamental procedures in diagnosis and intervention. Demonstrate that the use of signs different from those of writing can serve as support to improve reading and writing. In the course of 20 sessions of one hour each, various semiotic alternations were analyzed, discovering that the disorder was limited only to written signs, but not to any other sign. We used the signs-meanings that the girl mastered (drawing faces and characters, toys, objects, gestures, mimicry, role-playing) in a microsociety situation of playful support that included the mother, and three young psychologists, to that the girl wrote words and sentences corresponding to the scenarios, objects and characters represented. The girl developed complex drawings and was able to write short narratives in them. We conjecture that the problem is associated with the links between semantic memory and lexical graphs.

Palavras-chave : qualitative-neuropsychology; alternations-semiotics; syndromic-analysis; systemic variation in activity; dyslexia.

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