Apagamento do “r” em posição de coda final nas produções escritas de alunos do 7° ano do ensino fundamental: um estudo à luz da sociolinguística educacional

Abstract

This study investigates, from the perspective of Educational Sociolinguistics, the transposition of phonological features characteristic of speech to writing, focusing on the suppression of the phoneme “r" in the final coda position, in the written productions of students in the 7th year of Elementary School in the genre personal letter. The research is based on theorists such as Stella Maris Bortoni-Ricardo (2005), Marcos Bagno (2007) and Magda Soares (2009), who highlight the relationship between speech, writing and linguistic diversity. The methodology adopted is qualitative in nature and combines bibliographic, documentary and field research. The data were found in two municipal schools in Timon (MA), involving 30 productions written by students aged between 12 and 15 years old. The results indicate that the deletion of /r/ is more frequent in infinitive verbs, confirming its relationship with the phonological structure of Brazilian Portuguese and sociocultural factors. The research highlights the importance of inclusive pedagogical practices that value linguistic diversity, promoting the integration between orality and writing in the teaching-learning process.