Música e metáfora na linguagem do autista: um estudo de caso a partir do olhar enunciativo.

Abstract

This research is based on Émile Benveniste's enunciative theory, more specifically in the texts Semiology of Language, Form and Meaning in Language and The Formal Apparatus of Enunciation, which bring the author's discussions about the language semantization process. Following the research that relates the enunciative theory to the acquisition of language in autism, originating, above all, with the work of Barros (2011), we defend here the process of semanticization of the language crossed by the presence of the unenunciated music of the autistic subject. Our main objective is to investigate the metaphorical enunciative effect of music on the language of children diagnosed with autism. To do this, we analyzed the metaphor in the field of linguistic enunciation and identified the language movements in children diagnosed with autism. We carried out qualitative research, of the case study type, following the bibliographic procedure, because it was deemed necessary to investigate music from a place other than a harmonious and expressive combination of sounds or, even, a pedagogical support instrument or a repetition of speech in the language of the autistic child. Our corpus is formed from the collection of data from audiovisual records of interactions, which took place in the Study and Reception Group for the Autistic Spectrum (GEAUT), of the Postgraduate Program in Language Sciences (PPGCL), at the Catholic University of Pernambuco and fragments of research by Barros (2011) in a clinical context. Excerpts from the language of two autistic children were selected for analysis, in which the use of music in their speech was observed. Data analysis is based on Benvenist's enunciative perspective, although the linguist does not bring a form of methodological analysis into his studies. We conclude that, in the analyzed language fragments, the enunciation or the singular and individual use of language through excerpts of music corresponds to the language semanticization process carried out by autistic children, that is: the child gives a new meaning to music in their speech. The analogical transfer of meanings in this perspective occurs at the moment of enunciation, when a speaker enunciates to the addressee meanings that bring new designations, or new uses.