Segmentações não-convencionais de palavras em escolas públicas e privadas
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Data
2016-03-04
Autores
Torquette, Akisnelen de Oliveira [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
No presente trabalho, tivemos como objetivo comparar a distribuição das segmentações não-convencionais de palavras encontradas em textos do 1º ao 5º ano do Ensino Fundamental I, a fim de traçar um perfil dessas ocorrências em função das variáveis: (a) tipos de escolas (públicas e privadas); (b) anos letivos (1º ano, 2º ano, 3º ano, 4º ano e 5º ano); e (c) sexo/gênero (masculino e feminino). Para tanto, compusemos um banco de dados – denominado EscIn –composto por 4.230 textos resultantes da aplicação de uma proposta de atividade de escrita, do 1º ao 5º ano do Ensino Fundamental I, de cinco escolas privadas e de dez escolas públicas do Município de Marília (SP), durante o ano de 2012. A partir desse banco de dados, formamos uma amostra estratificada de 10% dos dados de cada variável de nosso objetivo, perfazendo um total de 427 textos do corpus a ser analisado. Fizemos análise estatística descritiva e inferencial dos dados de segmentação não-convencional, comparando as variáveis. Os resultados das ocorrências de segmentações não-convencionais mostram que: (1) ocorrem em maior percentual nas escolas públicas do que nas escolas privadas; (2) tendem a diminuir em ambos os tipos de escolas com a progressão dos anos letivos, mas, de forma diferente – nas escolas públicas a queda é contínua, com um pico do 2º para o 3º ano, já nas escolas privadas a queda é acentuadamente do 1º para o 2º ano e, a partir do 3º ano, o percentual zera; e (3) são mais numerosas entre os meninos do que entre as meninas nas escolas públicas, mas não nas escolas privadas. A forma de segmentar dos escreventes mostra-se, pois, como heterogênea, na medida em que é condicionada pelos tipos de escolas: públicas ou privadas. Os resultados das variáveis anos letivos e sexo/gênero indiciam que há outros fatores que influenciam no modo de segmentar dos escreventes, não sendo possível – ou pouco proveitoso – analisar essas variáveis de forma isolada.
In this study, our objective was to compare the distribution of unconventional segmentations words found in texts of the 1st to 5th grade of elementary school in order to draw a profile of these occurrences depending on variables: (a) type of school (public and private); (b) school years (1st year, 2nd year, 3rd year, 4th year and 5th year); and (c) sex/gender (male and female). To this end, we wrote a database - called EscIn - composed of 4,230 texts resulting from the application of a proposal for a writing activity, from 1st to 5th year of elementary school, five private schools and ten public schools in the city of Marilia (SP) during 2012. From this database, we formed a stratified sample of 10% to each variable of our goal, making a corpus total of 427 texts to be analyzed. In descriptive and inferential statistical analysis data of unconventional segmentation, we compare the variables. The results of unconventional segmentations occurrences show that: (1) occur in higher percentage in public schools than in private schools; (2) tend to decrease in both types of schools with the progression of school years, but differently - in public schools fall is continuing, with a peak in the 2nd to the 3rd year, already in private schools fall is sharply from the 1st to the 2nd year and, from the 3rd years, the percentage resets; and (3) are more numerous among boys than among girls in public schools, but not in private schools. The way of to segment writers is shown since, as heterogeneous as far as it is conditioned by the school types: public and private. The results of the school years and sex/gender variables indicate that there are other factors that influence the way to segment the writers, it is not possible - or little profitable - to analyze these variables in isolation.
In this study, our objective was to compare the distribution of unconventional segmentations words found in texts of the 1st to 5th grade of elementary school in order to draw a profile of these occurrences depending on variables: (a) type of school (public and private); (b) school years (1st year, 2nd year, 3rd year, 4th year and 5th year); and (c) sex/gender (male and female). To this end, we wrote a database - called EscIn - composed of 4,230 texts resulting from the application of a proposal for a writing activity, from 1st to 5th year of elementary school, five private schools and ten public schools in the city of Marilia (SP) during 2012. From this database, we formed a stratified sample of 10% to each variable of our goal, making a corpus total of 427 texts to be analyzed. In descriptive and inferential statistical analysis data of unconventional segmentation, we compare the variables. The results of unconventional segmentations occurrences show that: (1) occur in higher percentage in public schools than in private schools; (2) tend to decrease in both types of schools with the progression of school years, but differently - in public schools fall is continuing, with a peak in the 2nd to the 3rd year, already in private schools fall is sharply from the 1st to the 2nd year and, from the 3rd years, the percentage resets; and (3) are more numerous among boys than among girls in public schools, but not in private schools. The way of to segment writers is shown since, as heterogeneous as far as it is conditioned by the school types: public and private. The results of the school years and sex/gender variables indicate that there are other factors that influence the way to segment the writers, it is not possible - or little profitable - to analyze these variables in isolation.
Descrição
Palavras-chave
Língua Portuguesa, Palavra, Aquisição da escrita, Segmentações não-convencionais, Escola pública/escola privada, Portuguese, Word, Writing acquisition, Unconventional segmentations, Public school/private school