A escrita de verbos terminados em Am e Ão em textos de alunos do 7° ano do ensino fundamental: um estudo dos aspectos prosódicos do acento

Abstract

This work presents the results of a research on the writing of verbs ended in am and ão by 7th grade elementary school students from two classes of a state public school in the city of Bacabal-MA. The goal is to identify the motivation for the writing of these verbs. As specific objectives, we sought to identify the difficulties of students regarding the writing of verbs in the third person plural, in past and future tenses; to describe the difficulties of the students in relation to the spelling of verbs ending in am and ão; to relate theory and practice to a reflexive teaching of spelling and to elaborate proposals of intervention to reduce the recurrences of mistakenly exchanging am by ão in the writing of words. Methodologically, the research is quantitative and qualitative with the purpose of analyzing the percentages of occurrences of the exchange of am by ão in the proposed school environment. Data were collected through three activities: retelling of fables, lacunated texts and spontaneous text production. The work had the theoretical basis of different authors, classified as follows: those who discuss orality and writing, such as Kato (1987), Fávero (2000) and Marcuschi (1997. 2007); those who deal with spelling errors in students' writing, among them Cagliari (2009), Zorzi (1998; 2008) and Morais (2007; 2010); and prosody scholars such as Abaurre (1996), Massini-Cagliari (1992; 1999), Tenani (2004;2017) e Scarpa (1999). As for the Portuguese accent of verbs and non-verbs, the research was based on the approaches of Araújo (2007), Ferreira Neto (2007), Pereira (2007) and Santos (2007). Likewise, Câmara Jr. (1969; 2015), Collischonn (1999, 2007; 2014), Hora (2017) and Bisol (1994; 2013, 2014) provided grounds for syllable theory. With this research, it was found that prosody with the accent in Portuguese influences the exchange of am by ão in the investigated context, because students rely on syllabic prominence to construct iambic feet, language of accent more to the right of the word . In addition, it was important the development of intervention strategies to overcome the difficulties of the students, showing that the work with the teaching of spelling in a systematic and reflexive way is essential to the learning process.