O uso do acento gráfico por estudantes do 9° ano: uma análise na perspectiva da fonologia prosódica

Abstract

This work is the result of a research in the line "Theories of Language and Teaching", whose objective was to investigate the use of the graphic accent by 9th grade students, from the perspective of prosodic phonology. One of the greatest challenges of Brazilian education, especially public education, has been to promote adequate teaching for the mastery of written language. The persistent school failure was and still is attributed mainly to the methods of literacy, which is why there have historically been changes in paradigms and in the conception of methods that have opposed each other, sometimes predominating one, now another, thought in the field of Pedagogy, based on psychological principles. From the 1970s onwards, linguistic sciences took written language as a linguistic object, directing the focus to the process of writing acquisition. Among the linguistic sciences, there is Phonology, which has supported this process with explanations about the variations in the phoneme-grapheme relationship, contributing to the comprehensive teaching of spelling. Among the orthographic aspects, there is the graphic accentuation, whose teaching-learning process requires knowledge about phonological and prosodic studies, since the acquisition of the rules of graphic accentuation in Brazilian Portuguese has Prosody as one of its foundations. It is a qualitative approach with the use of field research as a means of obtaining data. Participants were students from a 9th grade class at a state school. To understand the object, theoretical support was sought in Antunes (2009), Bisol (1992, 1994, 2013, 2014), Cagliari (2002, 2009), Câmara Jr. (1970), Chomsky (1957, 1971), Collischonn (1994, 2014), Ferreiro and Teberosky (1986), Hayes (1981, 1982), Hora (2012, 2016, 2017), Lee (1994), Lemle (1999), Liberman (1975), Liberman and Prince (1977) , Mateus (1982), Miranda, Matzenauer (2017), Miranda (2010, 2012, 2017), Morais (2002, 2005), Ney (2012, 2018), Selkirk (1980), Zorzi (1998), among others. The error rates higher than the success rates in the tables showed that the participating students, even in the year of completion of elementary school, did not demonstrate the basic mastery of the graphic accentuation rules, but accentuate the words either randomly or using linguistic knowledge. already acquired in contact with the phonology of the language in everyday use. However, it was evident that, based on systematic teaching, based on phonological theories, which consider the relationship between prosodic accent and graphic accent, it is possible to overcome the mechanical teaching of graphic accentuation and promote comprehensive understanding of accentuation rules in more advanced stages elementary.