Apagamento do rótico em posição de coda silábica na escrita de alunos do 7º e 8º anos do ensino fundamental

• Ano de defesa: 2015
• Autor(a) principal: Lopes, Sandra Cabral
• Orientador(a): Martins, Iara Ferreira de Melo
• Banca de defesa: Silva, Rosângela Neres Araújo da , Bonifácio, Carla Alecsandra de Melo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação Profissional em Letras em rede nacional - PLETRAS
• Departamento: Centro de Humanidades - CH; Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Relação fala-escrita; Apagamento do rótico; Coda silábica
• Palavras-chave em Inglês: Speech-writing relation; Rhotic elision; Syllabic coda
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/75168

In the process of teaching the Portuguese language as a mother tongue in Brazil, it is common to find, in different educational levels, the influence of speech in writing, whether on textual-discursive aspects, or on morphosyntactic and orthographic aspects. Thus, in this study we investigate the interference of speech in 7th and 8th grade students‟ writing, enrolled in a public school in Guarabira-PB, with a focus on the elision of the rhotic in syllable codas. The aim is to show the linguistic and social factors favorable to the realization/elision of the consonantal segment -R at the end of syllables. The corpus consists of 88 texts, 44 written before and 44 written after an educational intervention. As the factor groups which may interfere on the elision of –R, we consider educational level, sex, word class, position of –R in the word, length of the word and precedent context. As conditioners to rhotic elision, the results point out the variables school level (7th grade), word class (verb), position in the word (ending), length of the word (non-monosyllables), and precedent context (high and low vowels). It was still possible to see, from an educational intervention considering these results, that a systematic work paying attention to the phonological consciousness turns to be productive in the context where orthographic specificities of the Portuguese language are taught. The work is based on three main areas of theoretical studies: phonetics/phonology (BISOL, 2005; SILVA, 2014, 2011; HORA & PEDROSA, 2012; CÂMARA Jr., 2008), variational and applied sociolinguistics (BAGNO, 2007; LABOV, 1992; BORTONI-RICARDO, 2004, 2005) and notions related to the processes involved in the acquisition and development of the writing system, including the implications of speech in writing over the course of schooling (SCLIAR-CABRAL, 2013; MARCUSCHI & DIONISIO, 2007; STAMPA, 2009; FERREIRA & TEBEROSKY, 1999).