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Fig. 22.3 The representation of opposing situations
trash from a car and another having a more correct environmental point of view.
Still related to the design, we also note that the pupil can recognize and draw the
elements into perspective, a characteristic usually developed after 8-9 years of age
(Almeida and Passini
1989
). Pupil Nathalia soon was encouraged by her family,
which is the listener, to learn the Brazilian sign language. She has no difficulties to
realize the contents exposed, moreover, she is one of the more attentive pupils. In
the next representation (Fig.
22.4
), the pupil exhibited some situations also
presented and discussed by the images shown previously. The pupil portrays a
girl with some bags in her hand, perhaps inspired by the images on consumerism
that were also presented to them. The rain and the house might want to tell us
something related to floods. However, it is worth noting that the pupil does not
place the drawing elements at the bottom of the paper. For a child of 11 years, could
we say that he/she is pretty childish for his/her age? Can we infer about their
cognitive and spatial sense?
In the last drawing (Fig.
22.5
), there is no doubt that it makes us reflect on
different aspects. The pupil has serious problems regarding the acquisition of the
Portuguese language in the written form and according to the interpreter, presents
poor and has difficulties with BSL. When he finished his drawing, we questioned
him about what he had done. He told me that he had designed a “hill” (note the
square at the bottom left, which would be boxes) and a car “falling” into a flood. It
would be fair to say that their language deficits interfere with their ability to
represent it? Did the absence of a structured language trouble him to express
what he really liked to do?
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