A presença da grafia da CMC síncrona em textos escolares em língua materna

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This study aims at (1) describing and interpreting the presence of synchronous CMC spelling in school texts produced in Portuguese, taken as the phenomenon on focus; and (2) identifying the representations teachers of Portuguese have about this specific way of communicating. The research topic is justified by the need mother tongue teachers have to position themselves in terms of accepting or rejecting this kind of spelling in texts produced at school. The investigation is theoretically grounded on studies about the written language origin and development (Massini-Cagliari &Cagliari, 1999; Higounet, 2003; Aguiar, 2005); the writing acquisition process (Ferreiro, 2001) and textual production orientations (Brasil, 2001); writing in virtual environments (Rheingold, 1996; Crystal, 2004; Possenti, 2006; Freitag &Fonseca e Silva, 2006); and concepts of representation (Moscovici, 1978, 1995, 2003; Minayo, 1995; Freire &Lessa, 2003). The methodologic approach adopt was the hermeneuticphenomenological one (van Manen, 1990; Freire, 2007). The description and interpretation of the target phenomenon were undertaken through textual registers obtained in interviews and hermeneutic conversations the researcher had with the five Portuguese teachers enrolled in the investigation. The results of this research reveal that the teachers do not allow students to use synchronous CMC spelling in those texts in which the dominant linguistic pattern is required. However, they tend to be more flexible when writing regards informal texts. The research outcomes also provide evidence to claim that text types and facility are the themes that constitute the phenomenon of lived experience focused on in this study

ASSUNTO(S)

linguistica aplicada alfabetizacao comunicacoes digitais escrita linguagem e a internet

ACESSO AO ARTIGO

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