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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

A escrita no Ensino Fundamental II: uma an?lise dos desvios ortogr?ficos e sugest?es de estrat?gias de interven??o

Souza, Jayane do Nascimento 10 July 2015 (has links)
Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-05-19T23:27:57Z No. of bitstreams: 1 JayaneDoNascimentoSouza_DISSERT.pdf: 13773043 bytes, checksum: e94fea32b101cad56cc457833c2927d8 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-05-20T19:43:59Z (GMT) No. of bitstreams: 1 JayaneDoNascimentoSouza_DISSERT.pdf: 13773043 bytes, checksum: e94fea32b101cad56cc457833c2927d8 (MD5) / Made available in DSpace on 2016-05-20T19:43:59Z (GMT). No. of bitstreams: 1 JayaneDoNascimentoSouza_DISSERT.pdf: 13773043 bytes, checksum: e94fea32b101cad56cc457833c2927d8 (MD5) Previous issue date: 2015-07-10 / Esse trabalho apresenta uma reflex?o sobre a l?ngua escrita, uma pr?tica social que cada vez mais se fortalece no cotidiano das pessoas. Desvelar sua natureza, organiza??o e fun??o deve ser o primeiro passo para os professores mudarem de postura diante do ensino dessa modalidade lingu?stica, ajudando os alunos a utiliz?-la de forma mais eficaz e segura. Considerando esses princ?pios, a presente disserta??o busca compreender, ? luz de teorias lingu?sticas contempor?neas, os fatores que influenciam os desvios de escrita encontrados nas produ??es textuais de alunos do 8? ano do Ensino Fundamental II, matriculados numa Escola P?blica do Rio Grande do Norte, considerando que esses desvios revelam o in?cio da aprendizagem dessa ferramenta de comunica??o, representando as primeiras hip?teses levantadas pelos para domin?-la. Para a an?lise dos dados utilizamos os trabalhos desenvolvidos por Lemle (1995), Cagliari (2009), Carraher (1985), Zorzi (1998), Guimar?es (2005), Monteiro (2008), Ve?ossi (2010), entre outros, a partir dos quais, a produ??o cient?fica sobre aprendizagem da leitura e da escrita vem se desenvolvendo. Os resultados dessa an?lise mostraram que os desvios de escrita, presentes nos textos dos alunos, s?o motivados, n?o s? por desconhecimento da norma ortogr?fica da L?ngua Portuguesa, mas, tamb?m, decorrem de fatores fon?ticos, fonol?gicos e gramaticais. Assim, buscamos apresentar novas estrat?gias de ensino-aprendizagem da escrita que possam levar os discentes a refletir sobre o uso da mesma, desenvolvendo essa habilidade de forma mais cr?tica e criativa. Acreditamos que as atividades apresentadas possam minimizar a escrita com desvios ortogr?ficos ou varia??o lingu?stica, praticada pelos alunos. / This paper presents a reflection on the written language, a social practice that is increasingly strengthened in everyday life. Unveiling its nature, organization and function must be the first step for teachers to change their posture towards the teaching of this linguistic mode, helping students use it more effectively and securely. Considering these principles, this dissertation seeks to understand on the light of contemporary linguistic theories, the factors that influence the writing deviations were found in the text production of students of the 8th grade of elementary school II, enrolled in a public school in Rio Grande do Norte, whereas those deviations reveal the beginning of learning of this communication tool, representing the first hypotheses raised by students to dominate it. To analyze the data we used the works done by Lemle (1995), Cagliari (2009), Carraher (1985), Zorzi (1998), Guimar?es (2005), Miller (2008), Ve?ossi (2010), among others, starting from of which, the scientific production on reading and writing learning come developing. The results of this analysis showed that the writing deviations present in the texts of the students are motivated not only by lack of knowledge of standard orthographic of the Portuguese language, but, also, stem from phonetic, phonological and grammatical factors. Thus, we seek to present new teaching and learning strategies of writing that might lead students to reflect on the use of the same, developing this ability more critically and creatively. We believe that the activities presented can minimize writing with orthographic deviations or linguistic variation practiced by students. Keywords: Variances writing, spelling, teaching strategies and students
2

A escrita no ensino fundamental II: uma an?lise dos desvios ortogr?ficos e sugest?es de estrat?gias de interven??o

Silva, Fernando Rodrigues da 07 August 2015 (has links)
Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2016-06-15T20:04:58Z No. of bitstreams: 1 FernandoRodriguesDaSilva_DISSERT.pdf: 4010130 bytes, checksum: ee79548010c43a1bc8d26db05b312280 (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2016-06-20T21:49:12Z (GMT) No. of bitstreams: 1 FernandoRodriguesDaSilva_DISSERT.pdf: 4010130 bytes, checksum: ee79548010c43a1bc8d26db05b312280 (MD5) / Made available in DSpace on 2016-06-20T21:49:12Z (GMT). No. of bitstreams: 1 FernandoRodriguesDaSilva_DISSERT.pdf: 4010130 bytes, checksum: ee79548010c43a1bc8d26db05b312280 (MD5) Previous issue date: 2015-08-07 / O ensino de L?ngua Portuguesa, no Brasil, ainda necessita de grandes avan?os quanto ao desenvolvimento de estrat?gias que possibilitem um bom desempenho dos alunos do ensino fundamental na leitura e na escrita. Pensando nisso, este trabalho surgiu na tentativa de ampliar os estudos sobre os desvios motivados pela varia??o lingu?stica dos alunos ou por desconhecimento das normas gramaticais que tanto incidem em suas produ??es escrita. O objetivo ? avaliar a presen?a destes desvios nos g?neros textuais produzidos por alunos do 6? ano da Escola Municipal Manoel Catarino Filho. Visa, ainda, aprimorar a capacidade lingu?stico-discursiva dos alunos nos mais diversos ambientes de circula??o de determinados g?neros discursivos e, consequentemente, ? forma??o de leitores e escritores atuantes. A fim de melhor compreender como se d? este processo, o texto parte da concep??o sociodiscursiva de g?nero, tendo como embasamento te?rico os estudos de Bakhtin (1992) e Marcuschi (2002) acerca deste, bem como a concep??o ret?rica de Arist?teles e Plat?o. A pesquisa ainda se apoia no que diz os PCN, com rela??o ao ensino de L?ngua Portuguesa, nos trabalhos de Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) e Cagliari (2005) sobre o ensino de gram?tica, varia??o lingu?stica e tamb?m sobre os estudos da sociolingu?stica. Acerca da fon?tica e fonologia, buscamos as pesquisas de Oliveira (1990), Seara (2009) e Hora (2009). Para compor o corpus da pesquisa e como forma de estimular a pr?tica de escrita dos alunos e a reflex?o cr?tica sobre a l?ngua, propomos atividades de produ??o textual de g?neros discursivos diferenciados para analisarmos os desvios apresentados. Este trabalho verificou que houve uma taxa de ocorr?ncia de desvios motivados pela varia??o maior do que os desvios motivados pelo desconhecimento da norma gramatical. A conclus?o a que chegamos comprovou que a oralidade apresenta uma grande influ?ncia sobre a produ??o escrita dos alunos, a qual foi bastante refletida nestas. Por fim, propomos algumas atividades que visam minimizar a ocorr?ncia dos referidos desvios nas produ??es escritas dos alunos. / Why students of 6th year still present oral marks in written? To answer this question our paper presents what they are and how writing and grammatical deviations occur and emerged in an attempt to expand on these studies. The same objective to evaluate the presence of these deviations in genres produced by students of the 6th year of the Municipal School Manoel Catarino Filho and check if there are more variation deviations or grammatical deviations. It also aims to improve the linguistic and discursive ability of students in various traffic environments of certain genres and consequently the formation of active readers and writers. In order to better understand how this process occurs, the text starts of the socio discursive conception of gender, with the theoretical background studies of Bakhtin (1992) and Marcuschi (2002) about this conception and the rhetoric conception of Aristoteles and Plat?o. The text underlies even the works of Callou (2007), Neves (2003), Faraco (2002), Franchi (2006) and Cagliari (2005) on the Grammar School, linguistic variation as also on the sociolinguistic parameters as well in research on the phonetics and phonology of Oliveira e Nascimento (1990), Seara (2009), Hora (2009) and in the PCN. To compose the corpus of this study we collected 23 texts produced by students to serve as a data source for analysis of the presented deviations by quantitative and qualitative research method, in which categorize the deviations found in two groups: oral and linguistic variation deviations and writing and grammar deviations. The results showed that there was a rate of occurrence of oral and variation deviations greater of writing and grammar deviations. We concluded that the orality has a great influence on the written production of students. Finally, we propose some activities aimed at minimizing the occurrence of deviations in written productions of the students.

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