Segmentações não-convencionais de palavra nos quatro últimos anos do ensino fundamental: um estudo longitudinal

• Ano de defesa: 2014
• Autor(a) principal: Paranhos, Fabiana Cristina [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Linguística; Palavra (Linguistica); Análise prosódica (Linguística); Segmentação ortográfica; Comunicação oral; Comunicação escrita; Letramento; Língua portuguesa (Ensino fundamental); Word (Linguistics)
• Link de acesso: http://hdl.handle.net/11449/110529

In this work, we seek to understand, by analyzing the spelling of words, in which way the unconventional written words segmentation can be resulted of representation of relationship between characteristics of spoken and written statements. In the search for answers, we analyzed the unconventional segmentation of words that occurred in texts produced by of a group of students which ones at the time of the production attended the last years of Elementary School, of a public school of São Paulo. The hypotheses that guided our work were the one that segmentation done by the students of Elementary School may be representative (1) hypotheses about the scribes charts word boundaries in relation prosodic constituents; and (2) of the insertion of the writer in oral and literate practices, our objectives were: (1) to identify possible prosodic criteria are involved in the decisions of the writers of Elementary School about how segmentation a word, and (2) to observe how and in that measured the unconventional segmentation established, in the analyzed text, relationship for the writers among their oral and literate practices. Thus, the unconventional segmentations of word were analyzed based on the idea in heterogeneous way constitution of the writing (CORRÊA, 2004). For the prosodic analysis, in this work, we use the theory of Nespor e Vogel (1986), about the prosodic domains. In analysis, we conclude that, to start the first grade of Elementary School, the writers have a higher number of hippossegmentation of word, which quantitatively approximate the trends observed by authors such as Cunha (2004) that analyzed unconventional segmentation word at the beginning of the acquisition process of writing. Qualitatively, we observe the predominance of one of the prosodic structures, is that, clitic followed by prosodic word (cl+w), where the clitic becomes, in interpreting the writer, one pretonic syllable. However, at the end of the Elementary School, ...