Análise dos processos fonético-fonológico nas produções escritas de jovens e adultos: EJA em fase inicial de alfabetização e letramento
The research has as main theme the analysis of the phonetic-phonological processes in the writing of young people and adults - EJA, in the initial phase of literacy and literacy. More directly, the proposal investigates how the appropriation of writing by young people and adults, making the diagnosi...
| Autor principal: | Giongo, Silvana |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/14800 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
The research has as main theme the analysis of the phonetic-phonological processes in the writing of young people and adults - EJA, in the initial phase of literacy and literacy. More directly, the proposal investigates how the appropriation of writing by young people and adults, making the diagnosis of the phenomena related to the difficulty in relation graphemes and phonemes, is investigated. The main objective, therefore, was to analyze which are the changes in writing resulting from this difficulty of differentiation. In the initial moment the classification of these informants by level was carried out, in order to understand the difference in the writing of these students. Theoretical background focused on phonics, phonology, literacy and literacy, as well as the grapheme and phoneme relationship (CAGLIARI; FAYOL; FERREIRO; KOCH; MARCUSCHI; SOARES; ZORZI), among others. The work was developed from a sample represented by written productions, words, phrases and texts, of four students of the EJA modality, with ages ranging from 40 to 85 years of age. The analysis was carried out from the survey of exchanges or substitutions, in examples such as: hunting by house, cache - by box, among others, from the categorization proposed in Zorzi, which organizes the changes in categories that group common phenomena. The study shows that students of the EJA modality are at different stages of the literacy process. In addition, the study allows us to perceive that adult students, participants of the EJA modality, in the phases of the appropriation of writing, have difficulties regarding the phonetic-phonological processes, more specifically in knowing how to recognize the relationship between graphemes and phonemes, in non-transparent relationships . |
|---|