A influência da consciência morfológica na produção de texto no Ensino Fundamental I

Abstract

This thesis aimed to investigate the influence of morphological awareness (ability to reflect on morphemes) and writing on the text production of elementary school children. The sample consisted of children from the second to the fourth grade, aged between 7 and 15 years divided into two studies. 121 children participated in the first study and 72 in the second. The hypothesis raised is that there would be a relationship between the ability to reflect on morphology and text production. Thus, the second study will make it possible to separate the contribution of morphological awareness to text production. Data were collected in public schools, for the first study, and private schools, for the second study, in the metropolitan region of the state of Rio de Janeiro, in the cities of Rio de Janeiro, São Gonçalo and Niterói. The study methodology is quantitative and five tests will be applied. It is expected to find as results a better understanding of how the explicit processing of morphology and syntax contributes to the text production process. The quality of text production was measured by the ability to use textual cohesion and the writing of isolated words by the production of morphologically complex words in essays by dictation (TDE). The first sought to evaluate the relationship between morphological awareness and the use of textual cohesion in text production; while the second added syntactic awareness. The results show that when syntactic awareness entered the analysis, morphological awareness did not contribute significant variance to writing. Future studies should explore the relationship between these two constructs and writing.