RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | https://tede.unioeste.br/handle/tede/6399 |
Resumo: | The theme of this dissertation is the relationship between speech and writing in the written productions of students in the process of literacy and how much this link influences the occurrence of writing deviations related to the orthographic registers of the strong "R" (fricative velar, uvular, glottal or multiple alveolar vibration) and the weak “r” (top). Based on the theme, we aimed to answer the following research question: Are there deviations in the graphic representation of rhotics in the written productions of students from two classes of the second grade of Elementary School? In the search for an answer to this question, we trace out as a general objective to reflect on the occurrence of deviations related to the graphic representation of the strong "R" and the "weak r" in written productions of students from two classes of the second grade of Elementary School. We justify the research by the fact that the acquisition of writing and grammatical conventions constitutes a challenge for literacy teachers, since it requires mastery of a set of linguistic knowledge on the part of the learners. In addition, as Portuguese language teachers, we observe that writing deviations are common in literacy, since, at this stage of schooling, students are developing knowledge about the encoding and decoding of writing and commonly create hypotheses about this modality from their oral experiences, being for them as a safe orientation. Theoretically, this research is inserted in the field of Applied Linguistics and, methodologically, we direct this study through the qualitative paradigm with an interpretive approach and the research method used is action research, because we position ourselves not only as researchers, but also as immersed subjects in practice to investigate. The research was carried out through the elaboration and application of a Didactic Unit with a diagnostic character of the level of knowledge about the orthographic register of the strong "R" and the weak "r" at the beginning of a word and between vowels in two. 2nd Year Primary Classes. The analysis of the generated data was carried out based on the contributions of authors who support this research and address the oral and written modality of the Portuguese language, such as Marcuschi (2010), Mota Maia (1999), Rojo (2006); on aspects related to Phonetics and Phonology, Faraco (2012), Zorzi (2003, 2006, 2008), Silva (2005); on linguistic variation, Busse (2013), Bagno (2007), Mollica (2012, 2018), and the phonetic-phonological processes present in language acquisition, Oliveira (2005), Seara, Nunes and Lazarotto-Volcão (2017) , Stampe (1973), and the appropriation of orthographic aspects, Cagliari (2005, 2009), Lemle (2009), Morais (2007). The results demonstrate the superior performance of the weak "r" in intervocalic medial contexts in which the use of the strong "R" was expected, evidencing the influence of orality on writing, since we identified this realization in the speech of the participants, which is the result of the immigration languages of western Paraná, especially German and Italian. The deviations caused by the interference of the learner's dialect demonstrate the level of phonetic-phonological reflection of the language and the knowledge of orthography. In addition, we conclude that it is important for teachers to deepen their knowledge of the phonetic-phonological level of the language so that they can understand the nature of the deviations that students present and in fact lead them precisely to the acquisition and improvement of writing. |
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Busse, Sanimarhttp://lattes.cnpq.br/6743779015422687Busse, Sanimarhttp://lattes.cnpq.br/6743779015422687kailer, Dircel Aparecidahttp://lattes.cnpq.br/4397872436640744Costa-Hübes, Terezinha da Conceiçãohttp://lattes.cnpq.br/5764532456858431http://lattes.cnpq.br/1107199326236022Diniz, Ana Caroline Montrezol2023-02-02T13:39:07Z2022-10-03Diniz, Ana Caroline Montrezol. RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS. 2022. 168 f. Dissertação( Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel.https://tede.unioeste.br/handle/tede/6399The theme of this dissertation is the relationship between speech and writing in the written productions of students in the process of literacy and how much this link influences the occurrence of writing deviations related to the orthographic registers of the strong "R" (fricative velar, uvular, glottal or multiple alveolar vibration) and the weak “r” (top). Based on the theme, we aimed to answer the following research question: Are there deviations in the graphic representation of rhotics in the written productions of students from two classes of the second grade of Elementary School? In the search for an answer to this question, we trace out as a general objective to reflect on the occurrence of deviations related to the graphic representation of the strong "R" and the "weak r" in written productions of students from two classes of the second grade of Elementary School. We justify the research by the fact that the acquisition of writing and grammatical conventions constitutes a challenge for literacy teachers, since it requires mastery of a set of linguistic knowledge on the part of the learners. In addition, as Portuguese language teachers, we observe that writing deviations are common in literacy, since, at this stage of schooling, students are developing knowledge about the encoding and decoding of writing and commonly create hypotheses about this modality from their oral experiences, being for them as a safe orientation. Theoretically, this research is inserted in the field of Applied Linguistics and, methodologically, we direct this study through the qualitative paradigm with an interpretive approach and the research method used is action research, because we position ourselves not only as researchers, but also as immersed subjects in practice to investigate. The research was carried out through the elaboration and application of a Didactic Unit with a diagnostic character of the level of knowledge about the orthographic register of the strong "R" and the weak "r" at the beginning of a word and between vowels in two. 2nd Year Primary Classes. The analysis of the generated data was carried out based on the contributions of authors who support this research and address the oral and written modality of the Portuguese language, such as Marcuschi (2010), Mota Maia (1999), Rojo (2006); on aspects related to Phonetics and Phonology, Faraco (2012), Zorzi (2003, 2006, 2008), Silva (2005); on linguistic variation, Busse (2013), Bagno (2007), Mollica (2012, 2018), and the phonetic-phonological processes present in language acquisition, Oliveira (2005), Seara, Nunes and Lazarotto-Volcão (2017) , Stampe (1973), and the appropriation of orthographic aspects, Cagliari (2005, 2009), Lemle (2009), Morais (2007). The results demonstrate the superior performance of the weak "r" in intervocalic medial contexts in which the use of the strong "R" was expected, evidencing the influence of orality on writing, since we identified this realization in the speech of the participants, which is the result of the immigration languages of western Paraná, especially German and Italian. The deviations caused by the interference of the learner's dialect demonstrate the level of phonetic-phonological reflection of the language and the knowledge of orthography. In addition, we conclude that it is important for teachers to deepen their knowledge of the phonetic-phonological level of the language so that they can understand the nature of the deviations that students present and in fact lead them precisely to the acquisition and improvement of writing.A temática desta dissertação volta-se à relação entre a fala e a escrita em produções escritas de alunos em processo de alfabetização e o quanto esse vínculo tem influência sob a ocorrência de desvios relacionados aos registros ortográficos do “R” forte (fricativa velar, glotal ou vibrante alveolar múltipla) e do “r” fraco (tepe). A partir do tema, buscamos responder à seguinte pergunta de pesquisa: Como os desvios gráficos da consoante r se revelam nas produções escritas de alunos de duas turmas do 2º Ano do EF? Na busca de resposta a tal indagação, traçamos como objetivo geral refletir sobre as ocorrências de desvios relacionados à representação gráfica do “R” forte e do “r” fraco em produções escritas de alunos de duas turmas do 2º Ano do Ensino Fundamental. Justificamos a pesquisa pelo fato de que a aquisição da escrita e das convenções gramaticais configuram um desafio aos professores alfabetizadores, uma vez que são exigidos dos aprendizes o domínio de um conjunto de saberes linguísticos. Além disso, enquanto professoras de Língua Portuguesa, observamos que os desvios de escrita são comuns na alfabetização, pois, nesta fase de escolarização, os alunos estão desenvolvendo conhecimentos sobre a codificação e decodificação da escrita e, comumente, criam hipóteses sobre essa modalidade a partir de suas experiências orais, sendo, para eles, uma orientação segura. Teoricamente, esta pesquisa está inserida no campo da Linguística Aplicada e, metodologicamente, direcionamos este estudo pelo paradigma qualitativo com abordagem interpretativista e o método de investigação utilizado é a pesquisa-ação, posto que nos colocamos não apenas como pesquisadoras, mas também como sujeitos imersos no contexto analisado. A investigação realizou-se por meio da elaboração e aplicação de uma Unidade Didática de cunho diagnóstico do nível de conhecimento acerca do registro ortográfico do “R” forte e do “r” fraco em início de palavra e entre vogais em duas turmas de 2º Ano do Ensino Fundamental. A análise dos dados gerados foi realizada a partir das contribuições de autores que embasam a presente pesquisa e abordam sobre a modalidade oral e escrita da Língua Portuguesa, como Marcuschi (2010), Mota Maia (1999), Rojo (2006); sobre aspectos relacionados à Fonética e à Fonologia, Faraco (2012), Zorzi (2003, 2006, 2008), Silva (2005); sobre a variação linguística, Busse (2013), Bagno (2007), Mollica (2012, 2018), e os processos fonético-fonológicos presentes na aquisição da linguagem, Oliveira (2005), Seara, Nunes e Lazarotto-Volcão (2017), Stampe (1973), e a apropriação dos aspectos ortográficos, Cagliari (2005, 2009), Lemle (2009), Morais (2007). Os resultados demonstram a sobressalência de realização do “r” fraco em contextos mediais intervocálicos em que se esperava o emprego do “R” forte, evidenciando a influência da oralidade sob a escrita, uma vez que identificamos na fala dos participantes essa realização, a qual é resultante das línguas de imigração do Oeste paranaense, especialmente, o alemão e o italiano. Os desvios motivados pela interferência do dialeto do aprendiz demonstram o nível de reflexão fonético fonológica da língua e do conhecimento da ortografia. Ainda, concluímos a importância de os professores aprofundarem seus conhecimentos acerca do nível fonético-fonológico da língua para que possam compreender a natureza dos desvios apresentados pelos alunos e de fato conduzi-los com exatidão à aquisição e ao aprimoramento da escrita.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2023-02-02T13:39:07Z No. of bitstreams: 2 ANA_DINIZ.2022.pdf: 2289200 bytes, checksum: d260d3b19d076a02522f0676f5c3b0c0 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2023-02-02T13:39:07Z (GMT). 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dc.title.por.fl_str_mv |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
dc.title.alternative.eng.fl_str_mv |
Speaking andr writing relationship in literacy: graphic records of weak "r" and strong "R" in written productions |
title |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
spellingShingle |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS Diniz, Ana Caroline Montrezol Fala Escrita Desvios ortográficos Róticos Conhecimentos fonético-fonológicos Speech Writing Orthographic deviations Rhotic Phonetic-phonological knowledge LINGUAGEM E SOCIEDADE |
title_short |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
title_full |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
title_fullStr |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
title_full_unstemmed |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
title_sort |
RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS |
author |
Diniz, Ana Caroline Montrezol |
author_facet |
Diniz, Ana Caroline Montrezol |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Busse, Sanimar |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6743779015422687 |
dc.contributor.referee1.fl_str_mv |
Busse, Sanimar |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6743779015422687 |
dc.contributor.referee2.fl_str_mv |
kailer, Dircel Aparecida |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/4397872436640744 |
dc.contributor.referee3.fl_str_mv |
Costa-Hübes, Terezinha da Conceição |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5764532456858431 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1107199326236022 |
dc.contributor.author.fl_str_mv |
Diniz, Ana Caroline Montrezol |
contributor_str_mv |
Busse, Sanimar Busse, Sanimar kailer, Dircel Aparecida Costa-Hübes, Terezinha da Conceição |
dc.subject.por.fl_str_mv |
Fala Escrita Desvios ortográficos Róticos Conhecimentos fonético-fonológicos |
topic |
Fala Escrita Desvios ortográficos Róticos Conhecimentos fonético-fonológicos Speech Writing Orthographic deviations Rhotic Phonetic-phonological knowledge LINGUAGEM E SOCIEDADE |
dc.subject.eng.fl_str_mv |
Speech Writing Orthographic deviations Rhotic Phonetic-phonological knowledge |
dc.subject.cnpq.fl_str_mv |
LINGUAGEM E SOCIEDADE |
description |
The theme of this dissertation is the relationship between speech and writing in the written productions of students in the process of literacy and how much this link influences the occurrence of writing deviations related to the orthographic registers of the strong "R" (fricative velar, uvular, glottal or multiple alveolar vibration) and the weak “r” (top). Based on the theme, we aimed to answer the following research question: Are there deviations in the graphic representation of rhotics in the written productions of students from two classes of the second grade of Elementary School? In the search for an answer to this question, we trace out as a general objective to reflect on the occurrence of deviations related to the graphic representation of the strong "R" and the "weak r" in written productions of students from two classes of the second grade of Elementary School. We justify the research by the fact that the acquisition of writing and grammatical conventions constitutes a challenge for literacy teachers, since it requires mastery of a set of linguistic knowledge on the part of the learners. In addition, as Portuguese language teachers, we observe that writing deviations are common in literacy, since, at this stage of schooling, students are developing knowledge about the encoding and decoding of writing and commonly create hypotheses about this modality from their oral experiences, being for them as a safe orientation. Theoretically, this research is inserted in the field of Applied Linguistics and, methodologically, we direct this study through the qualitative paradigm with an interpretive approach and the research method used is action research, because we position ourselves not only as researchers, but also as immersed subjects in practice to investigate. The research was carried out through the elaboration and application of a Didactic Unit with a diagnostic character of the level of knowledge about the orthographic register of the strong "R" and the weak "r" at the beginning of a word and between vowels in two. 2nd Year Primary Classes. The analysis of the generated data was carried out based on the contributions of authors who support this research and address the oral and written modality of the Portuguese language, such as Marcuschi (2010), Mota Maia (1999), Rojo (2006); on aspects related to Phonetics and Phonology, Faraco (2012), Zorzi (2003, 2006, 2008), Silva (2005); on linguistic variation, Busse (2013), Bagno (2007), Mollica (2012, 2018), and the phonetic-phonological processes present in language acquisition, Oliveira (2005), Seara, Nunes and Lazarotto-Volcão (2017) , Stampe (1973), and the appropriation of orthographic aspects, Cagliari (2005, 2009), Lemle (2009), Morais (2007). The results demonstrate the superior performance of the weak "r" in intervocalic medial contexts in which the use of the strong "R" was expected, evidencing the influence of orality on writing, since we identified this realization in the speech of the participants, which is the result of the immigration languages of western Paraná, especially German and Italian. The deviations caused by the interference of the learner's dialect demonstrate the level of phonetic-phonological reflection of the language and the knowledge of orthography. In addition, we conclude that it is important for teachers to deepen their knowledge of the phonetic-phonological level of the language so that they can understand the nature of the deviations that students present and in fact lead them precisely to the acquisition and improvement of writing. |
publishDate |
2022 |
dc.date.issued.fl_str_mv |
2022-10-03 |
dc.date.accessioned.fl_str_mv |
2023-02-02T13:39:07Z |
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 |
Diniz, Ana Caroline Montrezol. RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS. 2022. 168 f. Dissertação( Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel. |
dc.identifier.uri.fl_str_mv |
https://tede.unioeste.br/handle/tede/6399 |
identifier_str_mv |
Diniz, Ana Caroline Montrezol. RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS. 2022. 168 f. Dissertação( Mestrado em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel. |
url |
https://tede.unioeste.br/handle/tede/6399 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
8447345070736321569 |
dc.relation.confidence.fl_str_mv |
600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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UNIOESTE |
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UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE |
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http://tede.unioeste.br:8080/tede/bitstream/tede/6399/5/ANA_DINIZ.2022.pdf http://tede.unioeste.br:8080/tede/bitstream/tede/6399/2/license_url http://tede.unioeste.br:8080/tede/bitstream/tede/6399/3/license_text http://tede.unioeste.br:8080/tede/bitstream/tede/6399/4/license_rdf http://tede.unioeste.br:8080/tede/bitstream/tede/6399/1/license.txt |
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Biblioteca Digital de Teses e Dissertações do UNIOESTE - Universidade Estadual do Oeste do Paraná (UNIOESTE) |
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biblioteca.repositorio@unioeste.br |
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