Apagamento do /R/ em formas verbais infinitivas em textos escolares: uma proposta de intervenção

• Ano de defesa: 2019
• Autor(a) principal: Messias, Eveline Souza
• Orientador(a): Lacerda, Mariana Fagundes de Oliveira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Mestrado Profissional em Letras
• Departamento: DEPARTAMENTO DE LETRAS E ARTES
• País: Brasil
• Palavras-chave em Português: Processos fonológicos; Apagamento do /R/; Intervenção pedagógica.; Escrita
• Palavras-chave em Inglês: Phonological process; Deletion of /R/; Pedagogical intervention; Writing
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LINGUISTICA; LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/943

Several phenomena of linguistic variation present in orality are commonly transferred to writing, especially during the period of schooling. This fact reveals that innumerable deviations in writing that, for a long time, have been merely considered as spelling errors, may be a result of phonological process interference that reflects language heterogeneity. This study is a pedagogical intervention proposal carried out from an application of a didactic sequence (DS) directed to the treatment of the deletion of /R/ on verbs infinitives in Portuguese, a phonological process consisting on suppression of phonemes in the end of words also frequently appearing in the writing of the students selected as target audience to this research. The study also aims to investigate the favorable contexts to the occurrence of /R/ deletion in those students’ writing. Texts written by 9th-grade public school students from the city of Rafael Jambeiro (state of Bahia, Brazil) formed the research corpus. The theoretical foundation is supported by authors as Bortoni-Ricardo (2005; 2006; 2010), Cagliari (2000),Callou, Moraes e Leite (1996; 1998),Ferreiro e Teberosky (1985), Marcuschi (2008),Mollica (2003), Morais (2000), Possenti (2005; 2008), Silva (2013), Soares (1995), and others. Data analysis pointed a significant progress in the writing of verbs infinitives, since it was verified an expressive reduction in occurrence of /R/ deletion in the last texts produced during the didactic sequence in comparison with the first ones. We believe that the performed study has served to elicit reflection about the relationship between phonological process, linguistic variation and literacy learning in the school context.