Análise fonológica dos processos de apagamento de /S/ e /R/, em posição de coda, na escrita de alunos da educação de jovens e adultos

Abstract

The studies on written language acquisition have generated much research in the field of linguistics. Thus, this master's thesis aims to analyze, from the perspective of the Syllable Theory, the phonological processes of deletion of /R/ and /S/, in syllabic coda position, in nominal and verbal forms, such as pergunta > pegunta, jogar > joga; gosto > goto, palavras > palavra, respectively, which are presented in the graphical representation of students attending the A (first-grade) and B (first-grade) stages of Youth and Adult Education (EJA) in public schools in the city of Piripiri - PI. This is qualitative and quantitative research of an applied nature and is also based on a metric phonological approach, seeking to explain the motivations for the occurrence of the deletion phenomena under analysis. For this investigation, we established an interaction between the theories of Cagliari (2002); Câmara Jr. (1992); Silva (2009); and we also used as a theoretical foundation the research of Hora, Battisti, Monaretto (2019); Seara (2019), which bring important contributions about the phonological processes and the contexts of materialization in the phonetic chain. Additionally, we used the categories of studies on the deletion of /R/ that was adopted in the research of Brescancini; Monaretto (2008); Carvalho; Neto (2019); Fontenele (2019), and we also used the contributions of Pedrosa; Hora (2007), which analyze the /S/ in coda position with data extracted from the corpus of the Projeto Variação Linguística no Estado da Paraíba (VALP) and, finally, we consider the theorizations of Miranda; Cunha; Donitcht (2017) and Monteiro (2008), which discuss the phonological processes in orthography. The corpus of this investigation consisted of 112 text productions, which were collected in the defined classrooms from April to June 2022, through 6 diagnostic assessments that featured spontaneous productions, imagery dictation, and sentences. We believe that the analyses allow us to ratify that the deletions of /R/ and /S/, in the coda, occur mostly in spontaneous productions. The results point to a higher incidence of /R/ deletion in outer syllabic coda and verbs followed by pauses. In the internal coda, the deletion of /R/ was triggered by the presence of back vowels. The deletion of /S/ in the internal coda occurred before occlusive consonants /t/, /k/, and /g/, a process that materializes in the tonic syllable or preceding it; in the outer-coda, the deletion of /S/ occurred mostly without the plural category. To this end, we consider as categories of analysis the maintenance, the exchange, the addition, and the deletion, in addition to the length of the word, the syllabic tonicity, the morphological class, the preceding and the subsequent context, which have already been used in previous research. Thus, once the context of the processes was determined, we applied a didactic evaluation in EJA classes to assist the teachers and the students regarding the process of writing acquisition. It is hoped that, with this work, new research of the same nature may arise, contemplating the phonological theory linked to the context of teaching and acquisition of writing.