Configuração prosódica das segmentações não-convencionais de palavra no ensino fundamental I nos contextos público e privado
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Data
2022-05-05
Autores
Iachak, Viviane Schier Martins
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Tomando como ponto de partida os resultados de pesquisas que apontam a existência de contrastes na escrita de alunos de Ensino Fundamental I de escolas públicas e de escolas privadas, quando comparados os dados de segmentação não-convencional de palavra – Abaurre (1991); Cunha (2004); Torquette (2016)- a presente pesquisa parte da hipótese de que a variabilidade, com relação às grafias dessa natureza, nos dados de escrita de alunos do Ensino Fundamental de contextos de ensino público e de ensino privado, pode se mostrar não somente em termos de quantidade (como apontam os estudos) mas também quanto à sua natureza, quando analisada a configuração prosódica das estruturas. Nesse sentido, a presente investigação tem como objetivo geral investigar a configuração prosódica de ocorrências de segmentação não-convencional de palavra em textos produzidos por crianças do 1º ao 5º ano de ensino fundamental I de escolas públicas e de escolas privadas. Mais especificamente, a partir da análise pretendemos, nesta investigação: a-) analisar prosodicamente as ocorrências de hipossegmentações e de hipersegmentações de palavras no dois contextos (público e privado) à luz da Fonologia Prosódica (Nespor e Vogel, 1986); (b) comparar os dados considerando as variáveis tipo de escola e série, a fim de verificar a existência de variabilidade na configuração prosódica das estruturas de hipossegmentação e de hipersegmentação. Este trabalho, de cunho qualitativo e de caráter transversal, tomou como corpus 423 textos produzidos por alunos de escolas públicas e de escolas privadas da cidade de Marília-SP. No caso das hipossegmentações, a percepção é pontual: os alunos de escola pública apresentam mais dificuldade na segmentação de palavras quando estão sendo mobilizados os domínios de frase fonológica e, sobretudo, o grupo clítico (quando os dados demonstram a existência de variabilidade estatística ainda mais acentuada do que no domínio da frase fonológica). No que diz respeito às hipersegmentações, a variabilidade hipotetizada inicialmente se mostra, também, de forma pontual: quando a estrutura segmentada é formada pela combinação de uma sílaba + pé (levando à formação preferencial de uma estrutura sílaba + pé troqueu). A conclusão mais geral a que chegamos, portanto, compreende ao fato de que, como hipotetizado, há diferenças quando comparados os dados de hipossegmentação e de hipersegmentação. Entretanto essa diferença se dá pontualmente e quando envolve estruturas e constituintes prosódicos específicos.
Taking as a starting point the results of research that point out the existence of contrasts in the writing of Elementary School I students from public and private schools, when comparing data on non-conventional word segmentation – Abaurre (1991); Cunha (2004); Torquette (2016)- this research starts from the hypothesis that the variability, in relation to spellings of this nature, in the writing data of elementary school students from public and private education contexts, can be shown not only in terms of quantity (as the studies point out) but also in terms of its nature, when analyzing the prosodic configuration of the structures. In this sense, the present investigation has the general objective to investigate the prosodic configuration of occurrences of non-conventional word segmentation in texts produced by children from the 1st to the 5th year of elementary school I in public and private schools. More specifically, based on the analysis, in this investigation we intend to: a-) prosodically analyze the occurrences of hyposegmentations and hypersegmentations of words in both contexts (public and private) in the light of Prosodic Phonology (Nespor and Vogel, 1986); (b) to compare the data considering the variables type of school and grade, in order to verify the existence of variability in the prosodic configuration of hyposegmentation and hypersegmentation structures. This qualitative and transversal work took as corpus 423 texts produced by students from public and private schools in the city of Marília-SP. In the case of hyposegmentations, the perception is punctual: public school students have more difficulty in word segmentation when phonological phrase domains and, above all, the clitic group are being mobilized (when the data demonstrate the existence of even greater statistical variability accented than in the phonological phrase domain). With regard to hypersegmentations, the variability initially hypothesized is also punctual: when the segmented structure is formed by the combination of a syllable + foot (leading to the preferential formation of a syllable + foot trochee structure). The most general conclusion we reached, therefore, comprises the fact that, as hypothesized, there are differences when comparing hyposegmentation and hypersegmentation data. However, this difference occurs occasionally and when it involves specific prosodic structures and constituents.
Taking as a starting point the results of research that point out the existence of contrasts in the writing of Elementary School I students from public and private schools, when comparing data on non-conventional word segmentation – Abaurre (1991); Cunha (2004); Torquette (2016)- this research starts from the hypothesis that the variability, in relation to spellings of this nature, in the writing data of elementary school students from public and private education contexts, can be shown not only in terms of quantity (as the studies point out) but also in terms of its nature, when analyzing the prosodic configuration of the structures. In this sense, the present investigation has the general objective to investigate the prosodic configuration of occurrences of non-conventional word segmentation in texts produced by children from the 1st to the 5th year of elementary school I in public and private schools. More specifically, based on the analysis, in this investigation we intend to: a-) prosodically analyze the occurrences of hyposegmentations and hypersegmentations of words in both contexts (public and private) in the light of Prosodic Phonology (Nespor and Vogel, 1986); (b) to compare the data considering the variables type of school and grade, in order to verify the existence of variability in the prosodic configuration of hyposegmentation and hypersegmentation structures. This qualitative and transversal work took as corpus 423 texts produced by students from public and private schools in the city of Marília-SP. In the case of hyposegmentations, the perception is punctual: public school students have more difficulty in word segmentation when phonological phrase domains and, above all, the clitic group are being mobilized (when the data demonstrate the existence of even greater statistical variability accented than in the phonological phrase domain). With regard to hypersegmentations, the variability initially hypothesized is also punctual: when the segmented structure is formed by the combination of a syllable + foot (leading to the preferential formation of a syllable + foot trochee structure). The most general conclusion we reached, therefore, comprises the fact that, as hypothesized, there are differences when comparing hyposegmentation and hypersegmentation data. However, this difference occurs occasionally and when it involves specific prosodic structures and constituents.
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Palavras-chave
Segmentação não convencional de palavra, Prosódia, Ensino público, Ensino privado, Word segmentation, Prosody, Public education, Private education