Apagamento do R: perspectiva fonológica sobre a escrita de alunos do 6º ano

Abstract

This work presents results of a study about the orthographic learning of thirty-six students of the 6th grade from a local public school in Teresina - PI, specifically about the phonological aspects contained in the erasure of the R in the syllable coda position. The work had as general objective to investigate the erasure of the R in the medial coda position and at the end of words by students of the 6th grade. In order to achieve this objective, the following specific ones were chosen: mapping occurrences of the erasure of the R in spontaneous texts of 6th grade students; describing the occurrences found; investigating the causes of this erasure of the R in the cases found; and to elaborate an intervention proposal that minimizes the occurrence of the erasure of the R phenomenon. To base the analyzes and the intervention proposal, works were adopted on: written language (kato, 1995, Grolla e Silva, 2014, and Dionísio, 2007), the Portuguese orthographic system (Coutinho, 1976, PCN, 1998, Morais, 2010, Silva, Morais and Melo, 2007) and the rotic in Brazilian Portuguese (Câmara Jr., 2002, Roberto, 2016, Oliveira and Magalhães, 2016, Silva, 2015, Cutrim Netto, 2015). An explanatory, qualitative-quantitative and applied methodology was used from the comparison of the data obtained in the collection of the spontaneous texts produced by the students. The variables under investigation were indicated by previous research, in which they were productive, namely: morphological class, word extension, previous context, subsequent context and gender/sex. It presents a systematic intervention proposal, based on the spelling teaching in order to develop phonological awareness. The results indicate a higher incidence of erasure among verbs, at final coda, in polysyllabic words, with a non-rounded anterior high vowel, before pauses and among males.