A nasalidade na escrita de alunos do quarto e quinto anos do Ensino Fundamental I – descrição e intervenção pedagógica

• Ano de defesa: 2017
• Autor(a) principal: Rodrigues, Éllis Márcia Batista
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Letras (Mestrado Profissional)
• Palavras-chave em Português: Linguística; Língua portuguesa - Estudo e ensino; Nasalidade (Fonética); Fonética; Fonologia; Processos fonológicos; Nasalidade; Ensino; Phonetic; Phonology; Phonological processes; Nasality; Education; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufu.br/handle/123456789/18953; http://doi.org/10.14393/ufu.di.2017.519

In this paper, we present a study about the representation of nasality in texts written by fourth and fifth grade students from the Elementary Education of a municipal public school. Occurences of words like bobeiro to bombeiro; acomteceu to aconteceu; muinto to muito characterizes the phonological processes, respectively erasure, swap and insertion of nasality. A corpus with 417 texts was described and analysed in order to find the causes of the nasality writing desviations, as well as to propose a pedagogical intervention based on phonetic and phonological study of the Portuguese Language to improve students performance. Among the theoretical discussions we underpin, there are the vision of Matzenauer (2005) and the vision of Callou and Leite (2003) on the phonetics and phonology. Then, we present the Portuguese vowels and consonants, along with the syllable and nasality, taking as reference Camara Jr (1998), Silva (2002), Alves (2012) and Seara, Nunes e Lazzarotto-Volcão (2015). For the phonological processes study we relied on Zorzi (2003) and Othero (2015). Another important contribution in this paper are the researches related to phonological awareness and literacy, for which we used as reference studies from Bisol (1974), Morais (1990), Signorini (1998), Lemle (2000), Callou and Leite (2003), Moojen (2003), Scliar-Cabral (2003), Freitas (2004), Morais;Leite (2005), Adams (2006), Bortoni (2006), Santos (2012) and Queiroba, Zorzi e Garcia (2015). Our methodology was developed based on studies about: i) the writing conception, according to Oliveira (2005); ii) the hypothesis levels of writing, according to Ferreiro e Teberosky (1985); iii) Vigotskys's assumptions about zone of proximal development, games and playfulness; and lastly, iv) the Lamprecht (2012) and Piaget's (1976) perpective about cognitive development games. The initial results obtained with the analysis of the students initial productions revealed the significant number of swap, erasure and nasality insertion. Because of that, we proposed a pedagogical intervention consisting of fourteen classes, theoretical and practical classes about vowels, consonants as syllables, besides using four educational games (nasal hunting words, nasal memory, nasality bingo and syllables cards) produced with words that were used by the students in their initial productions or with words from the nasal/ non nasal minimal pair list. The analysis of the final productions and the comparison of these with the initial numbers revealed that the theoretical classes and the pedagogical games based on the phonetic and phonological studies can reduce substantially the occurences of the phonological processes of erasure, swap and nasality insertion in the writing of fourth and fifth grade students from the Elementary Education.