RELAÇÃO FALA E ESCRITA NA ALFABETIZAÇÃO: REGISTROS GRÁFICOS DO “r” FRACO E DO “R” FORTE EM PRODUÇÕES ESCRITAS

• Ano de defesa: 2022
• Autor(a) principal: Diniz, Ana Caroline Montrezol
• Orientador(a): Busse, Sanimar
• Banca de defesa: Busse, Sanimar , kailer, Dircel Aparecida , Costa-Hübes, Terezinha da Conceição
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Cascavel
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Centro de Educação, Comunicação e Artes
• País: Brasil
• Palavras-chave em Português: Fala; Escrita; Desvios ortográficos; Róticos; Conhecimentos fonético-fonológicos
• Palavras-chave em Inglês: Speech; Writing; Orthographic deviations; Rhotic; Phonetic-phonological knowledge
• Área do conhecimento CNPq: LINGUAGEM E SOCIEDADE
• Link de acesso: https://tede.unioeste.br/handle/tede/6399

The theme of this dissertation is the relationship between speech and writing in the written productions of students in the process of literacy and how much this link influences the occurrence of writing deviations related to the orthographic registers of the strong "R" (fricative velar, uvular, glottal or multiple alveolar vibration) and the weak “r” (top). Based on the theme, we aimed to answer the following research question: Are there deviations in the graphic representation of rhotics in the written productions of students from two classes of the second grade of Elementary School? In the search for an answer to this question, we trace out as a general objective to reflect on the occurrence of deviations related to the graphic representation of the strong "R" and the "weak r" in written productions of students from two classes of the second grade of Elementary School. We justify the research by the fact that the acquisition of writing and grammatical conventions constitutes a challenge for literacy teachers, since it requires mastery of a set of linguistic knowledge on the part of the learners. In addition, as Portuguese language teachers, we observe that writing deviations are common in literacy, since, at this stage of schooling, students are developing knowledge about the encoding and decoding of writing and commonly create hypotheses about this modality from their oral experiences, being for them as a safe orientation. Theoretically, this research is inserted in the field of Applied Linguistics and, methodologically, we direct this study through the qualitative paradigm with an interpretive approach and the research method used is action research, because we position ourselves not only as researchers, but also as immersed subjects in practice to investigate. The research was carried out through the elaboration and application of a Didactic Unit with a diagnostic character of the level of knowledge about the orthographic register of the strong "R" and the weak "r" at the beginning of a word and between vowels in two. 2nd Year Primary Classes. The analysis of the generated data was carried out based on the contributions of authors who support this research and address the oral and written modality of the Portuguese language, such as Marcuschi (2010), Mota Maia (1999), Rojo (2006); on aspects related to Phonetics and Phonology, Faraco (2012), Zorzi (2003, 2006, 2008), Silva (2005); on linguistic variation, Busse (2013), Bagno (2007), Mollica (2012, 2018), and the phonetic-phonological processes present in language acquisition, Oliveira (2005), Seara, Nunes and Lazarotto-Volcão (2017) , Stampe (1973), and the appropriation of orthographic aspects, Cagliari (2005, 2009), Lemle (2009), Morais (2007). The results demonstrate the superior performance of the weak "r" in intervocalic medial contexts in which the use of the strong "R" was expected, evidencing the influence of orality on writing, since we identified this realization in the speech of the participants, which is the result of the immigration languages of western Paraná, especially German and Italian. The deviations caused by the interference of the learner's dialect demonstrate the level of phonetic-phonological reflection of the language and the knowledge of orthography. In addition, we conclude that it is important for teachers to deepen their knowledge of the phonetic-phonological level of the language so that they can understand the nature of the deviations that students present and in fact lead them precisely to the acquisition and improvement of writing.