Quando a variação chega à escrita : desvios fonéticos, fonológicos e o erro ortográfico nos anos finais do ensino fundamental

Abstract

The present research aims to map, describe and analyze the orthographic errors perceived in the writing of the students of the Final Years of Elementary Education, in order to understand their nature, the hypotheses raised at the moment of writing and the degree of interference of the speech in the writing, the in order to assist the pedagogical practice in teaching the written code, more specifically in the work with spelling, seeking to propose alternatives to remedy the orthographic difficulties of these apprentices. The texts produced by the students investigated in this study demonstrate the difficulties related to the mastery of the orthographic system and the persistence of errors that were expected to be overcome in this phase of schooling. Thus, we base our analysis from the studies of Phonology, Phonology and the phonological processes proposed by Cagliari (2002, 2009), Seara (2011), Silva (2015) and Roberto (2016); for the understanding of the phenomenon of linguistic variation and its relationship with teaching, we adopt the concepts of Bortoni-Ricardo (2004) and for the questions related to spelling and teaching we use the reflections of Morais (2007) and Nóbrega (2013). This quantitative research has an important emphasis on action research, since it analyzes the spelling errors present in the textual productions of students who are completing Elementary Education, categorizing them and comparing them to the students who are initiating this cycle are proposed pedagogical workshops directed to teachers, which aims to provide some basic concepts of Phonetics and Phonology and its practical application through methodological procedures composed of strategies of working with written language in a dynamic and contextualized way to develop skills of reading and textual production. With the application of the workshops, we perceive a greater understanding of the teacher regarding the spelling mistakes found in the students' productions and the hypothesis about the causes that motivate them, as well as the production of a diagnosis that allows the planning of effective pedagogical actions on the perceived difficulties. As a result, we understand that a systematized work with orthography is necessary, taking it as an object of reflective teaching which enables the construction, comprehension and explanation of the orthographic principles, making its use effective.