A influência dos processos fonológicos na ortografização de alunos do 6º ano do ensino fundamental – anos finais

• Ano de defesa: 2020
• Autor(a) principal: Duarte, Edvirgens Morais de Medeiros
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Letras; Mestrado Profissional em Letras (Profletras); UFPB
• Palavras-chave em Português: Fonética; Fonologia; Consciência Fonológica; Ortografia; Ensino de Gramática; Phonetics; Phonology; Phonological awareness; Orthography; Grammar teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/18443

With the objective of investigating the importance of developing phonological awareness of students in the teaching process of writing learning, the theme of this study was defined - Phonological processes in the spelling of students in the 6th year of elementary school - Final Years. The interest in developing this research theme arose from concerns about the difficulties in working with spelling in the classroom, with regard to the teaching of the standard Portuguese language at school. Starting from the problem that involves teaching spelling learning, the methodology of action research was adopted, as a training and professional learning strategy capable of making teaching practice more critical and coherent in the search for its necessary transformation. Through the Intervention Project, sequenced pedagogical mediations were carried out, supported by the postulates of theorists in the field of Phonetics, Phonology and Grammar such as Bechara (2004), Bisol (2014), Callou and Leite (2005), Cagliari (2002), Cristófaro (2003), Da Hora (2017), Lemle (1991), Silva (2007), among others, who contributed to theorizing about the topic under study and analyzing the collected data. With the obtained result, it was concluded that the orthographic problems present in the writing of these students were influenced by the phonological processes of erasure, assimilation, hypersegmentation, monotongation, vocalization, diphthongation, hyperbibasm (systole and diastole) - whose occurrences, after classes and activities focused on the development of phonological awareness, decreased in relation to the initial diagnosis, revealing the importance of the teaching gaze for the influence of speech in writing and its intervention focused on phonological processes, in order to make progress in the learning of spelling.