Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UFRPE |
Texto Completo: | http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8055 |
Resumo: | The present research aims to map, describe and analyze the orthographic errors perceived in the writing of the students of the Final Years of Elementary Education, in order to understand their nature, the hypotheses raised at the moment of writing and the degree of interference of the speech in the writing, the in order to assist the pedagogical practice in teaching the written code, more specifically in the work with spelling, seeking to propose alternatives to remedy the orthographic difficulties of these apprentices. The texts produced by the students investigated in this study demonstrate the difficulties related to the mastery of the orthographic system and the persistence of errors that were expected to be overcome in this phase of schooling. Thus, we base our analysis from the studies of Phonology, Phonology and the phonological processes proposed by Cagliari (2002, 2009), Seara (2011), Silva (2015) and Roberto (2016); for the understanding of the phenomenon of linguistic variation and its relationship with teaching, we adopt the concepts of Bortoni-Ricardo (2004) and for the questions related to spelling and teaching we use the reflections of Morais (2007) and Nóbrega (2013). This quantitative research has an important emphasis on action research, since it analyzes the spelling errors present in the textual productions of students who are completing Elementary Education, categorizing them and comparing them to the students who are initiating this cycle are proposed pedagogical workshops directed to teachers, which aims to provide some basic concepts of Phonetics and Phonology and its practical application through methodological procedures composed of strategies of working with written language in a dynamic and contextualized way to develop skills of reading and textual production. With the application of the workshops, we perceive a greater understanding of the teacher regarding the spelling mistakes found in the students' productions and the hypothesis about the causes that motivate them, as well as the production of a diagnosis that allows the planning of effective pedagogical actions on the perceived difficulties. As a result, we understand that a systematized work with orthography is necessary, taking it as an object of reflective teaching which enables the construction, comprehension and explanation of the orthographic principles, making its use effective. |
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LIMA, Rafael Bezerra deLIMA, Rafael Bezerra deSILVA, Fabiana Pereira daOLIVEIRA, Fernando Augusto de Limahttp://lattes.cnpq.br/2506733232039939UBIRAJARA, Rosyelly de Araújo Cavalcante2019-05-24T13:15:16Z2018-03-28UBIRAJARA, Rosyelly de Araújo Cavalcante. Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental. 2018. 161 f. Dissertação (Programa de Pós-Graduação em Letras (PROFLETRAS)) - Universidade Federal Rural de Pernambuco, Garanhuns.http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8055The present research aims to map, describe and analyze the orthographic errors perceived in the writing of the students of the Final Years of Elementary Education, in order to understand their nature, the hypotheses raised at the moment of writing and the degree of interference of the speech in the writing, the in order to assist the pedagogical practice in teaching the written code, more specifically in the work with spelling, seeking to propose alternatives to remedy the orthographic difficulties of these apprentices. The texts produced by the students investigated in this study demonstrate the difficulties related to the mastery of the orthographic system and the persistence of errors that were expected to be overcome in this phase of schooling. Thus, we base our analysis from the studies of Phonology, Phonology and the phonological processes proposed by Cagliari (2002, 2009), Seara (2011), Silva (2015) and Roberto (2016); for the understanding of the phenomenon of linguistic variation and its relationship with teaching, we adopt the concepts of Bortoni-Ricardo (2004) and for the questions related to spelling and teaching we use the reflections of Morais (2007) and Nóbrega (2013). This quantitative research has an important emphasis on action research, since it analyzes the spelling errors present in the textual productions of students who are completing Elementary Education, categorizing them and comparing them to the students who are initiating this cycle are proposed pedagogical workshops directed to teachers, which aims to provide some basic concepts of Phonetics and Phonology and its practical application through methodological procedures composed of strategies of working with written language in a dynamic and contextualized way to develop skills of reading and textual production. With the application of the workshops, we perceive a greater understanding of the teacher regarding the spelling mistakes found in the students' productions and the hypothesis about the causes that motivate them, as well as the production of a diagnosis that allows the planning of effective pedagogical actions on the perceived difficulties. As a result, we understand that a systematized work with orthography is necessary, taking it as an object of reflective teaching which enables the construction, comprehension and explanation of the orthographic principles, making its use effective.A presente pesquisa objetiva mapear, descrever e analisar os erros ortográficos percebidos na escrita dos alunos dos Anos Finais do Ensino Fundamental, a fim de compreender a sus natureza, as hipóteses levantadas no momento da escrita e o grau de interferência da fala na escrita, a fim de auxiliar a prática pedagógica no ensino aprendizagem do código escrito, mais especificamente no trabalho com ortografia, buscando propor alternativas para sanar as dificuldades ortográficas desses aprendizes. As produções de textos dos estudantes investigados neste trabalho, demonstram as dificuldades em relação ao domínio do sistema ortográfico e a persistência de erros que se esperava superados nessa fase de escolarização. Dessa forma, embasamos a nossa análise a partir dos estudos da Fonética, Fonologia e dos processos fonológicos propostos por Cagliari (2002, 2009), Seara (2011), Silva (2015) e Roberto (2016); para a compreensão do fenômeno da variação linguística e sua relação com o ensino adotamos as concepções de Bortoni-Ricardo (2004) e para as questões relacionadas a ortografia e ensino nos valemos das reflexões de Morais (2007) e Nóbrega (2013). Esta pesquisa, de natureza quantiqualitativa tem importante ênfase destinada à pesquisa-ação, uma vez que mediante análise dos erros ortográficos presentes nas produções textuais de alunos que estão a concluir o Ensino Fundamental, categorizando-os e comparando-os às dos alunos que estão iniciando esse ciclo são propostas oficinas pedagógicas direcionadas aos docentes, que visa didatizar alguns conceitos básicos de Fonética e Fonologia e a sua aplicação prática por meio de procedimentos metodológicos compostos por estratégias de trabalho com a língua escrita de forma dinâmica e contextualizada a fim de desenvolver habilidades de leitura e produção textual. Com a aplicação das oficinas percebemos uma maior compreensão do docente a respeito dos erros ortográficos encontrados nas produções dos alunos e o levantamento de hipóteses sobre as causas que o motivam, bem como a produção de um diagnóstico que possibilita o planejamento de ações pedagógica efetivas sobre as dificuldades percebidas. Como resultado, compreendemos que se faz necessário um trabalho sistematizado com ortografia, tomando-a como objeto de um ensino reflexivo o qual possibilita a construção, compreensão e explicação dos princípios ortográficos, tornando o seu uso efetivo.Submitted by Mario BC (mario@bc.ufrpe.br) on 2019-05-24T13:15:16Z No. of bitstreams: 1 Rosyelly de Araujo Cavalcante Ubirajara.pdf: 7730765 bytes, checksum: b10fc70978b5c480467df14425f6b6bf (MD5)Made available in DSpace on 2019-05-24T13:15:16Z (GMT). No. of bitstreams: 1 Rosyelly de Araujo Cavalcante Ubirajara.pdf: 7730765 bytes, checksum: b10fc70978b5c480467df14425f6b6bf (MD5) Previous issue date: 2018-03-28application/pdfporUniversidade Federal Rural de PernambucoPrograma de Pós-Graduação em Letras (PROFLETRAS)UFRPEBrasilUnidade Acadêmica de GaranhunsErro ortográficoEscritaDesvio fonéticoEnsino fundamentalLINGUISTICA, LETRAS E ARTES::LETRASQuando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamentalinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-85782760713605040946006006007720514182411279411-5409419262886498088info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UFRPEinstname:Universidade Federal Rural de Pernambuco (UFRPE)instacron:UFRPEORIGINALRosyelly de Araujo Cavalcante Ubirajara.pdfRosyelly de Araujo Cavalcante Ubirajara.pdfapplication/pdf7730765http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/8055/2/Rosyelly+de+Araujo+Cavalcante+Ubirajara.pdfb10fc70978b5c480467df14425f6b6bfMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://www.tede2.ufrpe.br:8080/tede2/bitstream/tede2/8055/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede2/80552019-05-24 10:15:16.41oai:tede2: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Biblioteca Digital de Teses e Dissertaçõeshttp://www.tede2.ufrpe.br:8080/tede/PUBhttp://www.tede2.ufrpe.br:8080/oai/requestbdtd@ufrpe.br ||bdtd@ufrpe.bropendoar:2024-05-28T12:36:28.025518Biblioteca Digital de Teses e Dissertações da UFRPE - Universidade Federal Rural de Pernambuco (UFRPE)false |
dc.title.por.fl_str_mv |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
title |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
spellingShingle |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental UBIRAJARA, Rosyelly de Araújo Cavalcante Erro ortográfico Escrita Desvio fonético Ensino fundamental LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
title_full |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
title_fullStr |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
title_full_unstemmed |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
title_sort |
Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental |
author |
UBIRAJARA, Rosyelly de Araújo Cavalcante |
author_facet |
UBIRAJARA, Rosyelly de Araújo Cavalcante |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
LIMA, Rafael Bezerra de |
dc.contributor.referee1.fl_str_mv |
LIMA, Rafael Bezerra de |
dc.contributor.referee2.fl_str_mv |
SILVA, Fabiana Pereira da |
dc.contributor.referee3.fl_str_mv |
OLIVEIRA, Fernando Augusto de Lima |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2506733232039939 |
dc.contributor.author.fl_str_mv |
UBIRAJARA, Rosyelly de Araújo Cavalcante |
contributor_str_mv |
LIMA, Rafael Bezerra de LIMA, Rafael Bezerra de SILVA, Fabiana Pereira da OLIVEIRA, Fernando Augusto de Lima |
dc.subject.por.fl_str_mv |
Erro ortográfico Escrita Desvio fonético Ensino fundamental |
topic |
Erro ortográfico Escrita Desvio fonético Ensino fundamental LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The present research aims to map, describe and analyze the orthographic errors perceived in the writing of the students of the Final Years of Elementary Education, in order to understand their nature, the hypotheses raised at the moment of writing and the degree of interference of the speech in the writing, the in order to assist the pedagogical practice in teaching the written code, more specifically in the work with spelling, seeking to propose alternatives to remedy the orthographic difficulties of these apprentices. The texts produced by the students investigated in this study demonstrate the difficulties related to the mastery of the orthographic system and the persistence of errors that were expected to be overcome in this phase of schooling. Thus, we base our analysis from the studies of Phonology, Phonology and the phonological processes proposed by Cagliari (2002, 2009), Seara (2011), Silva (2015) and Roberto (2016); for the understanding of the phenomenon of linguistic variation and its relationship with teaching, we adopt the concepts of Bortoni-Ricardo (2004) and for the questions related to spelling and teaching we use the reflections of Morais (2007) and Nóbrega (2013). This quantitative research has an important emphasis on action research, since it analyzes the spelling errors present in the textual productions of students who are completing Elementary Education, categorizing them and comparing them to the students who are initiating this cycle are proposed pedagogical workshops directed to teachers, which aims to provide some basic concepts of Phonetics and Phonology and its practical application through methodological procedures composed of strategies of working with written language in a dynamic and contextualized way to develop skills of reading and textual production. With the application of the workshops, we perceive a greater understanding of the teacher regarding the spelling mistakes found in the students' productions and the hypothesis about the causes that motivate them, as well as the production of a diagnosis that allows the planning of effective pedagogical actions on the perceived difficulties. As a result, we understand that a systematized work with orthography is necessary, taking it as an object of reflective teaching which enables the construction, comprehension and explanation of the orthographic principles, making its use effective. |
publishDate |
2018 |
dc.date.issued.fl_str_mv |
2018-03-28 |
dc.date.accessioned.fl_str_mv |
2019-05-24T13:15:16Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
UBIRAJARA, Rosyelly de Araújo Cavalcante. Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental. 2018. 161 f. Dissertação (Programa de Pós-Graduação em Letras (PROFLETRAS)) - Universidade Federal Rural de Pernambuco, Garanhuns. |
dc.identifier.uri.fl_str_mv |
http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8055 |
identifier_str_mv |
UBIRAJARA, Rosyelly de Araújo Cavalcante. Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental. 2018. 161 f. Dissertação (Programa de Pós-Graduação em Letras (PROFLETRAS)) - Universidade Federal Rural de Pernambuco, Garanhuns. |
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http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/8055 |
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