A consciÃncia metalinguÃstica pragmÃtica e sua relaÃÃo com a produÃÃo escrita

AUTOR(ES)

FlÃvia Pinheiro Della Giustina

DATA DE PUBLICAÇÃO

2006

RESUMO

This study investigated the pragmatic metalingÃÃstic awareness and its relation with the production of narrative texts of chidren of fifth-grade. Leaving of the idea that this ability is developed in the interacional context, mainly in the pertaining to school scope, one searched to analyze as the different levels of metalinguistic awareness intervene with this process of awareness of the children on its proper mental processes, besides observing as the directions are produced when choosing the words during the writing and shared on the texts as presented in theory of enunciation. The research was carried through with two distinct groups how much to the phonological awareness on the basis of orthographic errors in order to verify as the systemize knowledge of the contents and apprehended scientific concepts to the long one of the beginning grades are organized and structuralized to produce written texts. Ahead of the objective of the research, a comparative study was based on Vygotsky sociohistorical theory, Bakhtinâs theory of language, and on Gombert about the activities of reflection on language and its use from the directions of the chosen words and that they had been written in social intention. The results had been analyzed by means of interviews about the conception of the fit texts and in four categories of analysis. The verbal stories make possible to understand the social intention of the children in its choices of words, being disclosed the ways covered for the thought until its materialization - the writing. The gotten results show that the metalinguistic awareness degree is related with the real or imaginary representation of the other-reader, which influence all written production. The shunting lines of effect desired in the other had suggested the necessity to value interactive moments to evidence the directions produced in the writing, being promoted a bigger reflection of the use of the words in the context and a bigger effectiveness of the statements.

ASSUNTO(S)

psicologia do desenvolvimento humano educaÃÃo de crianÃas ensino fundamental; metalinguagem; educaÃÃo de crianÃas; escrita ensino fundamental escrita metalinguagem

Documentos Relacionados

• A dimensÃo crÃtica das intervenÃÃes no patrimÃnio/memÃria na produÃÃo artÃstica de Josà Rufino: um estudo de caso da relaÃÃo entre arte contemporÃnea e sociedade
• O desenvolvimento da consciÃncia metatextual e a alfabetizaÃÃo
• Estudo exploratÃrio sobre a relaÃÃo das tecnologias de comunicaÃÃo e informaÃÃo na produÃÃo cientÃfica da UFPE
• O trabalho com consciÃncia fonolÃgica na educaÃÃo infantil e o processo de apropriaÃÃo da escrita pelas crianÃas
• O direito à informaÃÃo na constituiÃÃo brasileira e sua relaÃÃo com a Ãtica no ambiente polÃtico