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A influ??ncia da oralidade na escrita das s??ries iniciais: uma an??lise a partir de erros ortogr??ficos

GARCIA, Daiani de Jesus
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Dissertação Formato: application/pdf
POR
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17.17%
This paper aims at describing and analyzing orthographic mistakes committed in initial stages of writing, mainly the ones influenced by orality. It is based on data collected from texts which were spontaneously produced by children who belong to three distinct sociolinguistic groups and attend different schools: an urban public one, a rural public one and a private one in Pelotas, RS. The orthographic mistakes were classified according to three categories: mistakes resulting from the interference of categorical phonological rules; mistakes resulting from the interference of gradual variable phonological rules; and mistakes resulting from the interference of discontinued variable phonological rules (according to BORTONIRICARDO, 2005). The study also aims at verifying the influence of extralinguistic categories such as type of school, grade, and sex. Findings agree with the idea that orthographic deviations committed by children can reveal some aspects of their linguistic knowledge, mainly the ones related to the phonology of the language. Mistakes resulting from the interference of gradual variable rules were the most frequent in all three schools under investigation; however, in most cases, the incidence of these mistakes gradually decreased as the children advanced to the next grades. Mistakes resulting from the interference of discontinued variable rules occurred only in the texts written by public school children...

Um estudo sobre a segmenta????o n??o-convencional na aquisi????o da escrita de alunos de EJA; Um estudo sobre a segmenta????o n??o-convencional na aquisi????o da escrita de alunos de EJA; A study of the non-conventional segmentation in EJA students writing acquisition; A study of the non-conventional segmentation in EJA students writing acquisition

FERREIRA, Carmen Regina Gon??alves
Fonte: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR Publicador: Universidade Federal de Pelotas; Educa????o; Programa de P??s-Gradua????o em Educa????o; UFPel; BR
Tipo: Dissertação Formato: application/pdf
POR
Relevância na Pesquisa
17.17%
The theme of this thesis deals with the non-conventional segmentation processes, hiposegmentations, hypersegmentations and hybrid forms which can be found in texts written by students who take part in EJA, a government project for the education of the youth and the adult. In this study, non-conventional segmentations of words are considered structures that arise from the hypotheses which the subjects have formulated in their writing acquisition process (FERREIRO & TEBEROSKY, 1999). This information is valuable linguistic material since it can give clues regarding the phonological knowledge these learners use when they write (ABAURRE, 1991). From this perspective, this study aimed at describing and analyzing the processes which adults go through - during their literacy process when they face the task of segmenting their writing according to conventions, as well as comparing these results to the ones related to child writing in order to check the adequacy of categories proposed by Cunha (2004) to the analysis of non-conventional segmentation in texts written by EJA students. The data used for analysis were extracted from texts written by three EJA students and collected longitudinally in text production workshops which aimed at creative and spontaneous texts. Results show that clitics...