Banca de DEFESA: DANIELLE OLIVEIRA DA SILVA CANHAÇO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : DANIELLE OLIVEIRA DA SILVA CANHAÇO
DATE: 29/05/2023
TIME: 14:30
LOCAL: Plataforma RNP
TITLE:

Morphology-phonology interface in learning to use the graphemes <l> and <u> in a post-vocalic context

KEY WORDS:

Lateral consonant. Vocalization. Orthography. Morphology. Gamification.

PAGES: 90
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

Among the characteristic aspects of Brazilian Portuguese (BP), diversity in the phonetic-phonological field stands out, a phenomenon that makes up the different linguistic varieties representative of each region of the country. This diversity in the language is often reflected in the learning of writing, so that it is common, at the time of literacy, the occurrence of spelling deviations caused by the lack of one-to-one correspondence between the phoneme system and the grapheme system. One of the phonetic-phonological phenomena that affects the learning of the standard spelling in Brazil is the vocalization of the lateral consonant /l/ in final syllable position (coda), as in “saltar” [w] and “Brasil” [w], which occurs in the speech of most states in the country (CALLOU; LEITE; MORAES, 2007), including Rio de Janeiro, where this research was developed. To solve spelling issues, the morphological component of grammar can be used, as guided by the National Curricular Parameters (BRASIL, 1998) and the National Common Curricular Base (BRASIL, 2017). In view of this, this work has the following objectives (i) general: to offer a contribution to the teaching of spelling, considering phonetic-phonological aspects of BP in interface with morphology; (ii) specific: develop a game, aimed at Elementary School I students, involving morphological aspects that can help in the teaching-learning of the use of the graphemes <l> and <u> in syllabic coda. The developed digital game contains four phases, which explore the following morphological aspects: (i) categorical use of in third-person verbal inflections of the simple past tense of the indicative; (ii) plural of nouns to define the use of <l> or <u> in syllabic coda in singular forms; (iii) relationship between cognate words (eg. “ouro”/”dourado”; “bolsa”/”bolsinha”). The final product presented in this research can help the teacher in the classroom, as it represents the application of gamification (GONÇALVES et al., 2016 ) in the school context, and can be used as a form of recreational competition involving spelling content or even as a form of evaluation, given the score assigned by the application to the user at the end of the game.

COMMITTEE MEMBERS:
Presidente - 1328759 - GILSON COSTA FREIRE
Externa à Instituição - MONICA DE TOLEDO PIZA COSTA MACHADO - UFRRJ
Interna - 1769267 - TANIA MIKAELA GARCIA ROBERTO