O apagamento das nasais em posição de coda silábica na escrita de alunos do 3º ano do ensino fundamental

Abstract

This work discusses the deletion of the nasals in a position of syllabic coda in the writing of students of the 3rd year of elementary school, with the objective of analyzing the factors that contribute to the deletion of the nasal consonants -m and -n in positions of medial and final syllabic coda and, more specifically, to elaborate a didactic sequence as a proposal of intervention for the studied phenomenon. We seek theoretical foundation in authors that approach the subject as Camera Jr. (1998), Cagliari (1997, 2009), Bisol (1998), Mezzomo (2004), Morais (2010, 20172), Zorzi (1998), among others. The data were collected from texts produced by students of the 3rd year of elementary school in the municipal public school of Teresina-PI. Based on this investigation, we find that the motivation for the errors of deletions in position of coda comes from the ignorance of how the nasal is represented in this position. The child error ,in this study, reveals the hypotheses formulated by the child in the construction of the alphabetic writing system. In this sense, we elaborate a proposal of intervention with a view to contribute to the formation of teachers and to overcome the conflicts faced by the children regarding the use of the nasal in the final syllable position. This proposal consists of a didactic sequence organized in modules composed of activities that combine reflection, playfulness and learning, based on issues from the PNAIC (2013) and Morais (2010). We hope that, at the end of this intervention, there will be an understanding of the principle that generates the use of -m and -n in the final position of the syllable and, consequently, the reduction of the cases of deletions and unconventional uses of the nasal.