A hipo e a hipersegmentação na escrita de alunos da educação de jovens e adultos: uma reflexão na perspectiva da prosódia

Abstract

This study aims to study the undue segmentation in the sequences of written words, hyposegmentations and hypersegmentations, in the textual productions of students in the 3rd and 4th cycles of Educação de Jovens e Adultos (EJA), under the bias of prosodic theory. The objectives of this research were based on the analysis and identification of possible hypotheses raised by these students to segment the words by placing the blanks between them. In these moments of reflection, the undue joints or separations that occur in the segmentation of words are manifested, since the student still doesn‟t recognize the isolated lexical word. Considering metalinguistic awareness and communicative social practices as factors that influence the writing process, this research seeks to understand and explain these aspects. The study is theoretical-descriptive, and it was based on authors who approach the theme in question, such as Ferreira & Teberosky (1999), Zorzi (1998), Cunha (2004), Tenani & Paranhos (2011), Chacon (2007), Kato (1986), Câmara Jr. (2010), Bisol (1999, 2000, 2005, 2013), among others, searching interpret and explain the phenomenon. On the other hand, the data collected underwent a quantitative and qualitative procedure in order to ascertain the percentage of occurrences of unconventional segmentations and to relate them to the researched school context. This investigation found that prosody influences the segmentation of words in the written text, because the student relies on speech for the performance of this act, and for undue segmentations, the most recurrent are hyposegmentation. Intending to minimize these occurrences, a project of pedagogical intervention was elaborated, aiming at assisting teacher and student in this educational process.