Múltiplas representações ortográficas: ocorrências e comentários de uma dupla de alunas portuguesas durante a escrita de histórias inventadas

• Ano de defesa: 2019
• Autor(a) principal: Silva, Mayara Cordeiro da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Linguística e Literatura; UFAL
• Palavras-chave em Português: Ortografia; Produção de texto; Escrita colaborativa; Rasuras; Manuscritos - Estudantes; Orthography; Text Production; Collaborative Writing; Erasures; Manuscripts - Students; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/6576

From the investigative field proposed by Textual Genetics, within a dialogical and linguistic-enunciative approach, the present study aims to describe and analyze the spelling problems (SP) of multiple representations identified in the writing processes, in real time and space. classroom of a pair of newly literate students. For this, we used as methodological resource the Ramos System (2019), which allows the synchronous and multimodal recording of the current school manuscript, originating two interconnected objects of analysis, since we have access to both the textual product (written school manuscript and the process of scripture it generated (ongoing school manuscript). Six textual production proposals were filmed from the same dyad of Portuguese students (Bianca, 07 years and 09 months and Lara, 07 years and 05 months), from Vigia School, located in Vagos, rural area of Aveiro District in Portugal. All proposals were presented by the class teacher, preserving the ecological context of the classroom. Based on studies in the area of Spelling acquisition (Lemle, 2009; Carraher, 1985; Cagliari, 1989; Zorzi, 1997; Nunes and Bryant, 2014), Collaborative Writing (Daiute, 1993; Apotheloz, 2005; Storch, 2005; Barber) , 2007; Felipeto, 2019) and Genetic Criticism (Grésillon, 2004; Biasi, 2010; Fabre, 1986, 2004; Abaurre, Mayrink-Sabinson and Fiad; 1997), we will analyze the relationship between the SP and Commented Oral Erasures (COE) , characterized by Calil (2016) as enunciative returns about textual objects (oral or written), succeeded by comments, simple or unfolded, uttered by the speakers, aiming at their alteration or substitution in the current manuscript. At first, we identified the SP written on the products. In this object of study, a SP is identified from what the school manuscript shows, that is, we analyze the "erased SP" and "non-erased SP”. Subsequently, we identified the SP from the analysis of the dialogical text. Due to the characteristics of this object, we redefined SP as both what the manuscript shows, and what the process reveals, that is, the SP would not only be what is written in the manuscript, but also what is indicated in the spontaneous speech of the students. For this reason, we expanded the 2 analysis categories identified in the product only to: 1. “erased SP without comment”, 2. “erased SP with commentary”, 3. “non-erased SP with no comment”, 4. “non-erased SP with commentary”. In addition to these 4 categories, we also propose category 5 “Comment on SP not visible in product”. We focus on the categories in which comments were made on the multiple representation SP (categories 2, 4 and 5), from which we analyzed the metalinguistic activities indicated by the comments mentioned. Our results indicate the number of 197 SP recognized by the students, 116 (59%) visible in the textual manuscripts and 29 (38%) recognized only through the analysis of the ongoing dialogical text, which reveals to us how the orthographic question is a significant challenge for these students. Regarding the SP of multiple representations between phonemes and graphemes, object of our analysis, we had 43 (56%) of the total SP, of which 40% are not visible in the manuscript and were only identified by the dialogue established by the writers.