Quando o apagamento do R em posição de coda silábica chega na escrita : a construção do estilo oral do cordel para reflexões sobre o português falado e escrito

• Autor(a) principal: Prazeres, Dicson Soares dos
• Data de Publicação: 2020
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/13583
• topic: Língua portuguesa; Português escrito; Comunicação oral; Fonologia; Literatura de cordel; Oralidade; Escrita; Apagamento; Rótico; Consciência fonológica; Cordel; Orality; Writing; Blackout; Rhotic consonant; Phonological awareness; Cordel; LINGUISTICA, LETRAS E ARTES::LETRAS

This research report had as its starting point the study of an interference of speech in writing, marked by the presence of the final rhotic consonant erasure in the spelling of the infinitive verbs in the texts of the 7th grade students. The suppression in writing comes from a phonological process that is present in speech and directly affects the textual construction. The data collected from the probing exercises point to a tendency to erase this rhotic consonant in all contexts, but especially when it precedes consonants. It was also observed a higher incidence of omission in boys' writing. It was checked that the infinitive verb writing rule was not consolidated and the students demonstrated that they did not develop phonological awareness about the R phoneme in this particular context, which could possibly decrease the incidence of deviations. The methodology used during this process was that of action research, of a quantitative approach, of an interpretative nature. The conceptions of Cavaliere (2005), Callou (2015), Bagno (2007) Marchuschi (2001), Marinho (2012) and Seara, Nunes and Lazzarotto-Volcão (2017) constituted the theoretical framework. After attesting to the most favorable contexts for the occurrence of the erasure of the rhotic consonant in the students' writing, we noticed the cordel literature as an effective tool to stimulate the development of phonological awareness, because it presents orality in its style of artistic construction, which helped us to foster reflection on the erasure of R in the writing of verbs in the infinitive. We developed a Didactic Sequence (SD) to be used as a learning object and to be replicated by other teachers. This SD was developed through five steps, starting with (i) understanding and storytelling, (ii) reading and understanding of a tale created by the teacher, continuing with (iii) twine building workshop and (iv) applying a string game (Image & Rhyming) culminating in (v) the construction of a short story as an exit test. After the application of DS, the data were analyzed and the great efficiency of the proposed intervention was verified.