A representação escrita do fonema /s/ na aprendizagem da ortografia

• Ano de defesa: 2021
• Autor(a) principal: Ribeiro, Marciano Renato
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Letras; UFLA; brasil; Departamento de Estudos da Linguagem
• Palavras-chave em Português: Aprendizagem da ortografia; Fonema /s/; Fonologia de uso; Ortografia - Ensino; Spelling learning; Phonemes /s/; Phonology of use; Spelling - Teaching; Linguística
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/46203

This dissertation aims to investigate, in order to understand part of the writing acquisition process, the following phenomenon: the graphic representation of the phoneme /s/ by students of the 3rd, 4th and 5th grades of Elementary School - EF. A discussion is held here about literacy, the process of acquiring children's writing and the alphabetical writing system, considering the interference of oral linguistic practices in writing, in spelling variations or deviations (ABAURRE, 1999; ALVARENGA et al., 1989; CAGLIARI, 2009; FERREIRO; TEBEROSKY, 1985; LEMLE, 1994; OLIVEIRA, 2005; MIRANDA, 2014; MORAIS, 2012; SOARES, 2016). This study is theoretically supported by the Use Based Model, according to which the experience of using the language is fundamental for the organization of linguistic information in the human mind (BYBEE, 2001; FERRARI, 2011). In this theory, the question of frequency is central, because the more frequent a lexical item or linguistic pattern is, the stronger its mental representation will be, as well as the easier it will be to access. In order to proceed with this study, it was carried out a collection of production data written by students of the 3rd, 4th and 5th grades of EF, in the consolidation phase of literacy, of a public school, in the municipality of Bom Sucesso (MG). The methodological procedures were based on Fontes Martins e Rocha (2013). The results of this work indicate that linguistic knowledge is based on use, experience and, moreover, that the frequency of occurrence factor is relevant to the learning of the child who is in the process of orthographic acquisition regarding the linguistic phenomenon investigated in this study.