Estudo dos desvios de grafia em produções escritas de alunos do ensino fundamental

Abstract

This thesis has as theme the graphical forms that violate Portuguese language’s orthography, starting from the writing’s violations of phonetic-phonological nature. The orthography, as a social convention, seeks, among others goals, standardize, in the spelling, the different ways of speaking of a linguistic community. Thus, it aims to create opportunities to the communication between language users and make the reading of texts more fluid to the speakers/writers. However, several times the orthography becomes an obstacle to be overcome, mainly during the education process. This study aims to describe and analyze, through the qualitative analysis, the nature of the orthographic deviations in the written productions of the students of the fist cycle of basic education. This way, considering the orthographic rules’ constitution, sometimes predictable, due to the regularities of the linguistic system, sometimes unpredictable, due to the arbitrary nature of language, the work seeks to answer the following questioning: are the orthographic deviations in the elementary school students’ written productions guided by the speaking, of phonetic-phonological nature, or by the orthographic system’s arbitrariness? Aiming to get the answers to this questioning, we started from the selection of textual productions made by students of the 3rd and 5th year of an elementary school located in the city of Cascavel-PR. It will be taken, as theoretical contribution, the studies about acquisition of the written language, of the phonology and the linguistic variation performed by Cagliari (1995), Oliveira (2005), Lemle (2009), Morais (2009), Costa (2016), among other authors. Furthermore, we will resort to the orientations purposed by the Brasilian Common Core (BNCC) for Portuguese Language – Elementary School (BRASIL, 2018) and by the Parana’s Curricular Standard (PARANA, 2018). This thesis is inserted in the applied linguistic, within the scope of the descriptive research of interpretative approach since we aim to observe and reflect about the language in its context of use. The analyzed orthographic deviations highlight the students’ search for the regular nature of language. Thus, before the need of writing words of irregular notation, the students appeal to the phonological aspect of the terms, that is, to the orality, once they haven’t completely assimilated the orthographical rules socially arbitrated. This way, during the schooling process, the orthographic knowledge is constituted by the students by means of building and rebuilding the hypothesis related to the possibilities of the linguistic system. The data reiterate the need of systemic and permanent work with the orthography, through activities of recognizing, reflexing and memorizing the orthographic aspects along the education process, since the process of acquisition and comprehension of the orthography is not restrict to just one cycle of basic education.