Orality to writing: some impressions on the design of words in children’s second year of Elementary School
Autor(a) principal: | |
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Data de Publicação: | 2013 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Letras de Hoje (Online) |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12050 |
Resumo: | This article presents some impressions on the design of words in children’s second year of elementary school. The study discusses issues about the concept of free and dependent formal word and phonological word and the concept of morphemes following ideas of structuralist strand morphology. Moreover, it was demonstrated yet, from the perspective of Psychogenesis writing (FERREIRO, 1995), the phases through which the worked examples in this article can be backed at its core. We collected 24 (twenty four) productions, which supported the need for the teacher’s literacy referral should be guided towards the awareness of the participants that the monogamous relationship for each letter sound is not enough. Thus, it is evident the need for a model of pedagogical intervention to prevent gaps in learning written language, enabling learners greater ownership of the norm and standard understanding of the requirements of the lexical and grammatical spelling. |
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Orality to writing: some impressions on the design of words in children’s second year of Elementary SchoolDa oralidade à escrita: algumas impressões sobre a concepção de palavras em crianças do segundo ano do Ensino FundamentalWritingConcept of wordStructuralist theoryEscritaConceito de palavraTeoria estruturalistaThis article presents some impressions on the design of words in children’s second year of elementary school. The study discusses issues about the concept of free and dependent formal word and phonological word and the concept of morphemes following ideas of structuralist strand morphology. Moreover, it was demonstrated yet, from the perspective of Psychogenesis writing (FERREIRO, 1995), the phases through which the worked examples in this article can be backed at its core. We collected 24 (twenty four) productions, which supported the need for the teacher’s literacy referral should be guided towards the awareness of the participants that the monogamous relationship for each letter sound is not enough. Thus, it is evident the need for a model of pedagogical intervention to prevent gaps in learning written language, enabling learners greater ownership of the norm and standard understanding of the requirements of the lexical and grammatical spelling.O presente artigo visa apresentar algumas impressões sobre a concepção de palavras em crianças do segundo ano do Ensino Fundamental. O estudo busca apresentar questões sobre a conceituação de vocábulo formal livre e dependente e de vocábulo fonológico, bem como o conceito de morfemas seguindo ideias da vertente estruturalista da morfologia. Além disso, demonstrou-se ainda, sob a ótica da Psicogênese da escrita (FERREIRO, 1995), as fases pelas quais os exemplos trabalhados neste artigo podem estar respaldados em sua essência. Foram coletadas 24 (vinte e quatro) produções, as quais sustentaram a necessidade de que o encaminhamento do professor alfabetizador deverá pautar-se em prol da conscientização dos participantes de que a relação monogâmica para cada letra um som não se basta. Assim, evidencia-se a necessidade de um modelo de intervenção pedagógica para prevenir lacunas de aprendizagem da linguagem escrita, possibilitando aos alfabetizandos maior apropriação da norma-padrão e compreensão das prescrições da ortografia.Editora da PUCRS - ediPUCRS2013-04-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionLinguísticaapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12050Letras de Hoje; Vol. 48 No. 1 (2013): Research and Teaching of Reading and Writing: Psycholinguistic Studies; 74-81Letras de Hoje; Vol. 48 Núm. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 74-81Letras de Hoje; v. 48 n. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 74-811984-77260101-3335reponame:Letras de Hoje (Online)instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12050/8884Barbosa, Viviane do RocioGuimarães, Sandra Regina Kirchnerinfo:eu-repo/semantics/openAccess2013-08-07T14:41:43Zoai:ojs.revistaseletronicas.pucrs.br:article/12050Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/falePRIhttps://revistaseletronicas.pucrs.br/ojs/index.php/fale/oaieditora.periodicos@pucrs.br || letrasdehoje@pucrs.br1984-77260101-3335opendoar:2013-08-07T14:41:43Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School Da oralidade à escrita: algumas impressões sobre a concepção de palavras em crianças do segundo ano do Ensino Fundamental |
title |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School |
spellingShingle |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School Barbosa, Viviane do Rocio Writing Concept of word Structuralist theory Escrita Conceito de palavra Teoria estruturalista |
title_short |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School |
title_full |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School |
title_fullStr |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School |
title_full_unstemmed |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School |
title_sort |
Orality to writing: some impressions on the design of words in children’s second year of Elementary School |
author |
Barbosa, Viviane do Rocio |
author_facet |
Barbosa, Viviane do Rocio Guimarães, Sandra Regina Kirchner |
author_role |
author |
author2 |
Guimarães, Sandra Regina Kirchner |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Barbosa, Viviane do Rocio Guimarães, Sandra Regina Kirchner |
dc.subject.por.fl_str_mv |
Writing Concept of word Structuralist theory Escrita Conceito de palavra Teoria estruturalista |
topic |
Writing Concept of word Structuralist theory Escrita Conceito de palavra Teoria estruturalista |
description |
This article presents some impressions on the design of words in children’s second year of elementary school. The study discusses issues about the concept of free and dependent formal word and phonological word and the concept of morphemes following ideas of structuralist strand morphology. Moreover, it was demonstrated yet, from the perspective of Psychogenesis writing (FERREIRO, 1995), the phases through which the worked examples in this article can be backed at its core. We collected 24 (twenty four) productions, which supported the need for the teacher’s literacy referral should be guided towards the awareness of the participants that the monogamous relationship for each letter sound is not enough. Thus, it is evident the need for a model of pedagogical intervention to prevent gaps in learning written language, enabling learners greater ownership of the norm and standard understanding of the requirements of the lexical and grammatical spelling. |
publishDate |
2013 |
dc.date.none.fl_str_mv |
2013-04-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Linguística |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12050 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12050 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/12050/8884 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Letras de Hoje; Vol. 48 No. 1 (2013): Research and Teaching of Reading and Writing: Psycholinguistic Studies; 74-81 Letras de Hoje; Vol. 48 Núm. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 74-81 Letras de Hoje; v. 48 n. 1 (2013): Pesquisa e Ensino da Leitura e da Escrita: Estudos Psicolinguísticos; 74-81 1984-7726 0101-3335 reponame:Letras de Hoje (Online) instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Letras de Hoje (Online) |
collection |
Letras de Hoje (Online) |
repository.name.fl_str_mv |
Letras de Hoje (Online) - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br || letrasdehoje@pucrs.br |
_version_ |
1799128774968606720 |