Banca de DEFESA: JÉSSICA MENDONÇA BASTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JÉSSICA MENDONÇA BASTOS
DATE: 23/04/2021
TIME: 13:30
LOCAL: Plataforma RNP
TITLE:

A didactic proposal with graphemes <g> e <j>  from the perspective of literacy and literacy

KEY WORDS:

Literacy. Literacy. Phonological awareness. Spelling teaching.

PAGES: 166
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This study focuses on the teaching of spelling and the awakening of phonological awareness in the learning of writing, during the processes of literacy and literacy of the learners. The general objective is to develop a didactic sequence, based on the development of phonological awareness and the promotion of teaching spelling, to explore the use of graphemes <g> and <j>, in regular contexts, that is, in front of the posterior vowel’s “o”, “u” and vowel “a”, in the written production of students from the literacy classes. The specific objectives are: 1) Investigate the phonemic-orthographic relationships of graphemes <g> and <j>; 2) apply diagnostic activities aimed at identifying spelling difficulties in literacy classes, third and fourth years of elementary school and 3) Show the importance of the development of phonological awareness for the teaching and learning of spelling. The theoretical support of the research is researchers such as Kato (1993), Ferreiro and Teberosky (1999), Morais (2019), Scliar- Cabral (2003), Roberto (2016), Massini-Cagliari and Cagliari (1999), Freire (2020), Soares (2018 a) among others. Therefore, an intervention proposal was suggested to enable students to engage in activities aimed at developing linguistic awareness and allowing students to reflect on the language in a playful manner, in order to enable them to become aware of the phonemes and graphemes of their own and dominate, with autonomy and proficiency, the alphabetic writing system of the Portuguese language. This investigation followed a qualitative approach, through the observation of a widely discussed topic, making use of the exploratory analysis of the data obtained during the diagnosis and the application of the inductive method through the investigation of the existing theories and comparison of the items obtained for the elaboration of hypotheses, aiming at the transformation of a behavior pattern of a specific group (MEDEIROS, 2017). The diagnostic analysis used in this research was applied to two classes of elementary school in a municipal school in Rio de Janeiro, the first being a 3rd year class participating in the Carioquinha Project and the other a regular 4th year class. The answers found in the diagnostic activities revealed considerable ignorance of the relationships between the phonemes / Ʒ / and / ց / and the graphemes <j> and <g> in the 3rd year class and in some 4th year students, compromising the reading skills and writing. Thus, the proposition of a didactic sequence that allows systematic teaching of spelling and prioritizes the development of phonological awareness based on playful and reflective activities during the literacy stage significantly mitigates the deviations produced, contributing to quality learning.

BANKING MEMBERS:
Externa à Instituição - ELIETE FIGUEIRA BATISTA DA SILVEIRA - UFRJ
Presidente - 1629233 - MARLI HERMENEGILDA PEREIRA
Interna - 1769267 - TANIA MIKAELA GARCIA ROBERTO