A segmentação não-convencional em textos de alunos do 7° ano do ensino fundamental

Abstract

In this work, we developed a research on non-conventional segmentation in the writing of elementary school students. The research was carried out in a public school in Paraíba, located in the center of the city of Taperoá, with seventh year students. Our interest in this theme arose when we verified the presence of non-conventional segmentations in student textual productions. The unconventional segmentation process basically occurs in two ways: hyposegmentation, when there is an absence of space between the word boundaries, and hypersegmentation, when there is an inadequate presence, thus segmenting the word, according to the examples with certainty * ( for sure) and now * (now), respectively. This phonological process is frequent in the writing of students in the literacy phase in which students tend to write the words together in sentences, however this process can also be seen in the writing of students who have already gone through the literacy process. Thus, we seek to analyze the occurrences found and present a proposal for pedagogical intervention that contributes to reducing this segmentation. The analysis was quantitative and qualitative performed in two stages: before (pre-instruction) and after (post-instruction) to apply the pedagogical intervention proposal (instruction). The theoretical foundation of this research brings the studies of Bisol (2011), Cagliari (2002), Callou and Leite (2015), Hora and Matzenauer (2017), Roberto (2015), which bring pertinent knowledge to the research as metric-prosodic phonology , among others. Some research already carried out on the subject is also presented (Nunes 2016; Brandão, 2015; Santos, 2016 and Tenani, 2011). Our results show that, after the intervention proposal, the occurrences of non-conventional segmentation in the texts of the students participating in the research decreased significantly in both variables (hyposegmentation and hypersegmentation). We also observed that recreational activities such as worked games arouse greater interest and interaction on the part of students during activities.