Segmentação não convencional na apropriação da escrita ortográfica: um estudo de base fonológica

Abstract

This study investigates the process of writing acquisition among 2nd-grade students in elementary education, focusing on phonological segmentation as a key stage in the development of orthographic writing. Unlike speech, which is naturally acquired, writing requires a structured pedagogical process involving complex cognitive and linguistic stages. The research stems from classroom observation, where the author, a teacher in the municipal school system of Teresina (PI, Brazil), noticed that many students faced significant difficulties in writing, particularly in properly segmenting words. The study emphasizes the importance of phonological awareness and the psychogenesis theory of written language by Ferreiro and Teberosky (1999). It also explores syllable theory and prosodic constituents, referencing scholars such as Alves (2017), Collischonn (2014), and Bisol (2014). The research is based on the hypothesis that children develop their own writing strategies, form hypotheses about spelling and segmentation, and that phonological segmentation plays a key role in achieving orthographic writing proficiency. Methodologically, the study applied multiple-choice activities, syllable separation, sentence segmentation, and textual production (e.g., the fable The Tortoise and the Hare) to identify patterns of non-conventional segmentation, such as hyposegmentation (the incorrect merging of words). Data were analyzed using the models of Cunha and Miranda (2009) and Zorzi (2009). The dissertation is structured into eight chapters, covering theoretical foundations and culminating in a pedagogical intervention proposal. This intervention includes a practical manual for literacy teachers, offering activity suggestions tailored to different levels of writing development, aligned with Brazil's National Common Curricular Base (BNCC). The results confirm that students at this stage struggle to identify and separate words in writing, highlighting the need for targeted instructional strategies focused on phonological segmentation.The research concludes that writing acquisition is not a sudden event but a gradual process involving trial, error, and the formation of hypotheses. It reinforces the teacher's active role and the need for systematic teaching of orthography and segmentation.