Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | https://ri.ufs.br/jspui/handle/riufs/18441 |
Resumo: | This study objectives to investigate 4th grade students’ writing of a public school in Sergipe, the application of the digraph “lh”, regarding the process of depalatalization that occurs in orality, interfering in the students' textual production and implying its exchange for other graphemes. We realized through the analysis of textual productions in the initial phase of this research that the vast majority of students make spelling deviations because they rely on their dialectal variations. With the purpose of finding out if these productions interfered directly on the students' writing and in order to, create an interceptor pedagogical sequence that can solve this sort of error. Carrying out diagnostic tests, analyzing writing and speaking data. And in the end we offer a product replicable called “On the Language Trail: paste or shrink!” which has the goal to raise awareness of the existence of “lh” in writing, as a correlate of other phonemesthat emerge in orality. To support our discussion, we bring authors such as Magda Soares (2020) and Kleiman (2007), who contribute to the areas of literacy and Seara, Nunes and Lazzarotto- Volcão (2019), Cagliari (1974) and Cristófaro-Silva (2007) who teach us about phonetics and phonology. The research results show that in orality the sound of [λ] is often replaced by [l]. Which reflects the most recurrent exchange in the writing of “lh” for “li”. The most frequent pronunciation for the context of the target sound, however, occurs with the realization of [λ] followed by a high front vowel: [λ]. In both cases, we have a process of “iotização”, but onlythe first emerges for writing. We noticed, in lesser occurrences, the exchange of the palatal for a vowel, generating vocalization or semi-vocalization, which is also transposed, in the same proportion for writing. There were rare occurrences of depalatalization by lateralization. In other words, both in the speech and in the students' compositions, that is, the exchange of [λ] for [l]. Regarding textual production, we also recorded some omissions of the “l” and maintenance of the “h”, which can demonstrate that not only orality influences the spelling, but also the lack of skill with graphemes represented by two letters. |
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Santana, Genelucia CruzNunes, Vanessa Gonzaga2023-10-02T21:53:15Z2023-10-02T21:53:15Z2023-08-21SANTANA, Genelucia Cruz. Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita. 2023. 60 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2023.https://ri.ufs.br/jspui/handle/riufs/18441This study objectives to investigate 4th grade students’ writing of a public school in Sergipe, the application of the digraph “lh”, regarding the process of depalatalization that occurs in orality, interfering in the students' textual production and implying its exchange for other graphemes. We realized through the analysis of textual productions in the initial phase of this research that the vast majority of students make spelling deviations because they rely on their dialectal variations. With the purpose of finding out if these productions interfered directly on the students' writing and in order to, create an interceptor pedagogical sequence that can solve this sort of error. Carrying out diagnostic tests, analyzing writing and speaking data. And in the end we offer a product replicable called “On the Language Trail: paste or shrink!” which has the goal to raise awareness of the existence of “lh” in writing, as a correlate of other phonemesthat emerge in orality. To support our discussion, we bring authors such as Magda Soares (2020) and Kleiman (2007), who contribute to the areas of literacy and Seara, Nunes and Lazzarotto- Volcão (2019), Cagliari (1974) and Cristófaro-Silva (2007) who teach us about phonetics and phonology. The research results show that in orality the sound of [λ] is often replaced by [l]. Which reflects the most recurrent exchange in the writing of “lh” for “li”. The most frequent pronunciation for the context of the target sound, however, occurs with the realization of [λ] followed by a high front vowel: [λ]. In both cases, we have a process of “iotização”, but onlythe first emerges for writing. We noticed, in lesser occurrences, the exchange of the palatal for a vowel, generating vocalization or semi-vocalization, which is also transposed, in the same proportion for writing. There were rare occurrences of depalatalization by lateralization. In other words, both in the speech and in the students' compositions, that is, the exchange of [λ] for [l]. Regarding textual production, we also recorded some omissions of the “l” and maintenance of the “h”, which can demonstrate that not only orality influences the spelling, but also the lack of skill with graphemes represented by two letters.Este estudo objetiva investigar, na escrita de alunos do 4°ano de uma escola municipal de Sergipe, o emprego do dígrafo “lh”, no que concerne ao processo de despalatalização que ocorre na oralidade, interferindo na produção textual dos alunos e implicando sua troca por outros grafemas. Percebemos, por meio da análise de produções textuais na fase inicial desta pesquisa que a grande a maioria dos alunos realiza desvios de ortografia porque se apoia nas suas variações dialetais. Com o propósito de descobrir se essas produções interferem diretamente na escrita dos alunos e no intuito de criar uma sequência pedagógica interveniente que possa dirimir esse tipo de erro, realizamos testes diagnósticos, analisamos dados de escrita e de oralidade e, ao final, propomos um produto replicável chamado “Na Trilha da Língua: cole ou encolha!”, que tem como objetivo conscientizar para a existência de “lh” na escrita, enquanto correlato de outros fones que emergem na oralidade. Para apoiar nossa discussão, trazemos autores como Magda Soares (2020) e Kleiman (2007), que contribuem com a áreas do letramento e Seara, Nunes e Lazzarotto-Volcão (2019), Cagliari (1974) e Cristófaro-Silva (2007) que nos ensinam sobre fonética e fonologia. Os resultados da pesquisa mostram que, naoralidade, o som [λ] é frequentemente substituído por [l ], que reflete a troca mais recorrente na escrita de “lh” por “li”. A pronúncia mais frequente para o contexto do som-alvo, no entanto,se dá com a realização de [λ] seguido de vogal alta anterior: [λ ]. Em ambos os casos, temos um processo de iotização, mas só o primeiro emerge para a escrita. Percebemos, em menor ocorrência, a troca da palatal por uma vogal, gerando a vocalização ou a semivocalização, que também é transposta, na mesma proporção, para a escrita. Foram raras, tanto na fala quanto nasredações dos alunos, ocorrências de despalatalização por lateralização, ou seja, troca de [λ] por[l]. Em relação à produção textual, registramos ainda alguns casos de omissão do “l” e de manutenção do “h”, o que pode demonstrar que não somente a oralidade influencia na grafia, mas também a falta de habilidade com grafemas representados por duas letras.São CristóvãoporEscritaFonéticaLetramentoOralidade na literaturaDespalatalizaçãoIotizaçãoVocalizaçãoSequência de atividadesConsciência fonológicaDepalatalizationVocalizationSequence of activitiesPhonological awarenessLINGUISTICA, LETRAS E ARTES::LETRASNa trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escritainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação Profissional em LetrasUniversidade Federal de Sergipe (UFS)reponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/18441/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALGENELUCIA_CRUZ_SANTANA.pdfGENELUCIA_CRUZ_SANTANA.pdfapplication/pdf1485693https://ri.ufs.br/jspui/bitstream/riufs/18441/2/GENELUCIA_CRUZ_SANTANA.pdfccfd570613e1d999597c614b8c5bef3aMD52GENELUCIA_CRUZ_SANTANA-CadernoPedagogico.pdfGENELUCIA_CRUZ_SANTANA-CadernoPedagogico.pdfapplication/pdf74433844https://ri.ufs.br/jspui/bitstream/riufs/18441/3/GENELUCIA_CRUZ_SANTANA-CadernoPedagogico.pdf77d388f8d1007c9c4d6a7e77acf1f737MD53riufs/184412023-10-02 18:53:21.109oai:ufs.br:riufs/18441TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvcihlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyIHNldSB0cmFiYWxobyBubyBmb3JtYXRvIGVsZXRyw7RuaWNvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVuaXZlcnNpZGFkZSBGZWRlcmFsIGRlIFNlcmdpcGUgcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIHNldSB0cmFiYWxobyBwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgZGUgc2V1IHRyYWJhbGhvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIHNldSB0cmFiYWxobyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyBuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0bywgcXVlIHNlamEgZGUgc2V1IGNvbmhlY2ltZW50bywgbsOjbyBpbmZyaW5nZSBkaXJlaXRvcyBhdXRvcmFpcyBkZSBuaW5ndcOpbS4KCkNhc28gbyB0cmFiYWxobyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiBkZWNsYXJhIHF1ZSBvYnRldmUgYSBwZXJtaXNzw6NvIGlycmVzdHJpdGEgZG8gZGV0ZW50b3IgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIHBhcmEgY29uY2VkZXIgw6AgVW5pdmVyc2lkYWRlIEZlZGVyYWwgZGUgU2VyZ2lwZSBvcyBkaXJlaXRvcyBhcHJlc2VudGFkb3MgbmVzdGEgbGljZW7Dp2EsIGUgcXVlIGVzc2UgbWF0ZXJpYWwgZGUgcHJvcHJpZWRhZGUgZGUgdGVyY2Vpcm9zIGVzdMOhIGNsYXJhbWVudGUgaWRlbnRpZmljYWRvIGUgcmVjb25oZWNpZG8gbm8gdGV4dG8gb3Ugbm8gY29udGXDumRvLgoKQSBVbml2ZXJzaWRhZGUgRmVkZXJhbCBkZSBTZXJnaXBlIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUocykgb3UgbyhzKSBub21lKHMpIGRvKHMpIApkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRvIHRyYWJhbGhvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIGNvbmNlZGlkYXMgcG9yIGVzdGEgbGljZW7Dp2EuIAo=Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2023-10-02T21:53:21Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
title |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
spellingShingle |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita Santana, Genelucia Cruz Escrita Fonética Letramento Oralidade na literatura Despalatalização Iotização Vocalização Sequência de atividades Consciência fonológica Depalatalization Vocalization Sequence of activities Phonological awareness LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
title_full |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
title_fullStr |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
title_full_unstemmed |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
title_sort |
Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita |
author |
Santana, Genelucia Cruz |
author_facet |
Santana, Genelucia Cruz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Santana, Genelucia Cruz |
dc.contributor.advisor1.fl_str_mv |
Nunes, Vanessa Gonzaga |
contributor_str_mv |
Nunes, Vanessa Gonzaga |
dc.subject.por.fl_str_mv |
Escrita Fonética Letramento Oralidade na literatura Despalatalização Iotização Vocalização Sequência de atividades Consciência fonológica Depalatalization Vocalization Sequence of activities Phonological awareness |
topic |
Escrita Fonética Letramento Oralidade na literatura Despalatalização Iotização Vocalização Sequência de atividades Consciência fonológica Depalatalization Vocalization Sequence of activities Phonological awareness LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
This study objectives to investigate 4th grade students’ writing of a public school in Sergipe, the application of the digraph “lh”, regarding the process of depalatalization that occurs in orality, interfering in the students' textual production and implying its exchange for other graphemes. We realized through the analysis of textual productions in the initial phase of this research that the vast majority of students make spelling deviations because they rely on their dialectal variations. With the purpose of finding out if these productions interfered directly on the students' writing and in order to, create an interceptor pedagogical sequence that can solve this sort of error. Carrying out diagnostic tests, analyzing writing and speaking data. And in the end we offer a product replicable called “On the Language Trail: paste or shrink!” which has the goal to raise awareness of the existence of “lh” in writing, as a correlate of other phonemesthat emerge in orality. To support our discussion, we bring authors such as Magda Soares (2020) and Kleiman (2007), who contribute to the areas of literacy and Seara, Nunes and Lazzarotto- Volcão (2019), Cagliari (1974) and Cristófaro-Silva (2007) who teach us about phonetics and phonology. The research results show that in orality the sound of [λ] is often replaced by [l]. Which reflects the most recurrent exchange in the writing of “lh” for “li”. The most frequent pronunciation for the context of the target sound, however, occurs with the realization of [λ] followed by a high front vowel: [λ]. In both cases, we have a process of “iotização”, but onlythe first emerges for writing. We noticed, in lesser occurrences, the exchange of the palatal for a vowel, generating vocalization or semi-vocalization, which is also transposed, in the same proportion for writing. There were rare occurrences of depalatalization by lateralization. In other words, both in the speech and in the students' compositions, that is, the exchange of [λ] for [l]. Regarding textual production, we also recorded some omissions of the “l” and maintenance of the “h”, which can demonstrate that not only orality influences the spelling, but also the lack of skill with graphemes represented by two letters. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-10-02T21:53:15Z |
dc.date.available.fl_str_mv |
2023-10-02T21:53:15Z |
dc.date.issued.fl_str_mv |
2023-08-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTANA, Genelucia Cruz. Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita. 2023. 60 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
dc.identifier.uri.fl_str_mv |
https://ri.ufs.br/jspui/handle/riufs/18441 |
identifier_str_mv |
SANTANA, Genelucia Cruz. Na trilha do lh: estratégias pedagógicas para tratar a despalatalização da fala na escrita. 2023. 60 f. Dissertação (Mestrado Profissional em Letras) – Universidade Federal de Sergipe, São Cristóvão, 2023. |
url |
https://ri.ufs.br/jspui/handle/riufs/18441 |
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Pós-Graduação Profissional em Letras |
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Universidade Federal de Sergipe (UFS) |
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