Processos de monotongação e ditongação na escrita dos alunos do 7º ano do ensino fundamental

• Autor(a) principal: Moura, Magna Andrizze de Araújo
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPB
• Texto Completo: http://tede.bc.uepb.edu.br/jspui/handle/tede/3432
• topic: Ensino; Monotongação; Ditongação; Fala e escrita; Ortografia; Teaching; Monotongation; Ditongation; Speech and Writing; Orthography; LINGUISTICA, LETRAS E ARTES

In this work, we developed a study on the phonological processes of monotongation and ditongation in the writing of the 7th grade students. The interest in this subject was to perceive through the written productions of the students the presence of these phenomena that are transposed from speech to writing. The language spoken and written because they are seen as social practices are presented in a cultured and colloquial language, obeying the norms - standard or not. Reflecting on orality and its relation to writing means a change of posture, since both are interdependent. In view of this, this work has as general objective to develop a study on the phonological processes of monotongation and ditongation that materialize in writing, thus interfering in the correct writing of words. Specifically, we seek to verify the factors that deal with the formation of these phonological processes in writing, to analyze the frequency in which these phenomena occur and to develop activities that help students and contribute to a phonological awareness capable of cooperating in writing. In this context, the research is justified by the importance of an adequate writing, since, it is governed by a closed system - the spelling - that does not admit variation. To do this, we developed this study in three stages: Pre-instructional stage (step to verify the occurrence of monotongation and writing diphthong), In-instruction stage (stage elaborated for awareness of phonological processes - what are they? occur?) and the Post-Instruction Step (step to verify if there was erasure or smoothing of monotong and writing diphthong). The research is quantitative and qualitative through action research and will be carried out in a public school in Paraíba, located in the rural area of the municipality of Araruna, with students of the 7th year of Elementary School. We used as theoretical support the studies of Simões (2006), Cagliari (2009), Marcuschi (2001, 2007), Bortoni-Ricardo (2004), Camara Jr. (1979), Hora (2013) and Oliveira focused on the aspects studied here. As a result of the intervention, we can verify that the phonological processes of monotongation were not totally erased, but smoothed in writing. However, the research contributed to the reflections that are established between speech and its interference in writing, allowing them to perceive linguistic variation as an indispensable expression of their own reality, since the spoken language is fundamental to understand man as being Social.