Hipo e hipersegmentação: a influência da hierarquia prosódica nas segmentações não-convencionais produzidas por alunos do 6º ano do ensino fundamental

Abstract

The present study shows the description and analysis of non-conventional segmentation data found in spontaneous texts from students of the 6th year of Elementary School. Segmentation faults are understood as the phenomena of hyposegmentation - junction of words that should be separately spelled, hypersegmentation - insertion of space within words segmenting them in two or more parts and hybridism - the simultaneous occurrence of hyposegmentation and hypersegmentation in the same structure. Although those processes are characteristic of written language acquisition, they are still often produced in the coming years after the acquisition. Thus, we sought to understand why students in the 6th year still produce segmentation faults. For this, the corpus consisted of 49 (forty-nine) texts that presented 285 (two hundred and eighty-five) occurrences of the investigated processes. It was intended the understanding of those phenomena in order to offer to Elementary School teachers the understanding of language mechanisms, especially the phonological processes that may encourage inappropriate segmentations as well as an intervention proposition that cope with the referred phenomena. The theoretical bases were constituted by the studies of Bisol (2005), Nespor and Vogel (1986), Kato (1987), Faraco (2012), Cangemi (2014), Cunha (2004), Collischonn (2005), Tenani (2011) Brandão (2015). The results demonstrated high productivity of hypersegmentation, totalizing 165 occurrences, against 107 hyposegmentation ones, and only a number of 13 hybrid events - structures which have both hypo and hypersegmentation processes. The descriptions and analyses indicated that the grammatical word (or clitic) was the most unconventional segmentation in both types of processes. Therefore, it was verified that the difficulty in recognizing the words as autonomous ones, in the investigated group, led to the unconventional segmentation occurrences. Moreover, activities were developed with the purpose to teach the writers that grammatical words (or clitics) are words, despite the lack of phonological independence as well as syntactical one, aiming to create situations which lead students to reflect on the functioning of such elements in written language.