Representação escrita da fricativa velar e da vibrante alveolar, em início de palavra e entre vogais, no Ensino Fundamental

Abstract

In this dissertation, we present the research carried out in the Postgraduate Program - Professional Master's Degree in Language Arts/PROFLETRAS, in the research line: Theories of language and teaching, about the relation between speech and writing, regarding the graphic representation of the velar fricative and the alveolar flap at the beginning of a word and syllable coda. The investigation aims to find out the spelling deviations, especially the representation of the velar fricative and the alveolar flap, at the beginning of a word and between vowels, in essays written by children in the first grades of elementary school, from a contextualized and systematic work with spelling, considering the social, geographical, cultural and economic aspects and the influence of speech in writing, starting from analyzing the phonological processes and the records of elementary school students. At this stage at school, students are developing their knowledge of the coding and decoding of writing, and often act from their experience with speech to create hypotheses about writing. Coding, transposition from speech to writing, is challenging, since orality at this stage is the safest orientation. Initially, we sought to reflect upon writing and its relation to speech, in contexts of linguistic contact of immigration languages (dialects of German and Italian descendants) and border languages (Spanish, spoken at the border with Argentina). The groups investigated belong to a public school located in the Southwest of Paraná, on the border with Argentina, colonized by southern groups, descendants of Germans and Italians. The investigation method used for the development of the research is the action research and it is inserted in the Applied Linguistics field with qualitative data analysis. The data on the influence of the immigration and border dialects of the community, collected by a sociocultural questionnaire, will help to understand the deviations and the work to be developed with the phonological awareness and the writing acquisition in a didactic proposal. The research considers mainly the discussions of Cagliari (1989), Lemle (2000), Bortoni-Ricardo (2006) and Busse (2013), to reflect on the student's processes to learn how to write, which is related to a formal context of language use, and its adaptation to different situations of interaction, regarding linguistic variation and its importance in this process. From the results it is possible to say that a systematized work with the language is necessary since the first years of alphabetization