A ortografia no livro didático de EJA e as representações múltiplas do fonema /s/: uma abordagem reflexiva

Abstract

The Brazilian Portuguese textbooks have taken the focus of orthography however students are still presenting difficulties in this kind of knowledge. Therefore, there needs to be a wider discussion about this, specifically, regarding phonemes that present more difficulty and complexity for the student. For this reason, the textbook must approach this teaching more frequently. Thereby, one of the phonemes that deserves more attention is the /s/ phoneme, once it corresponds to ten graphemes, being: s, c, ss, ç, x, sc, xc, sç, z, xs, therefore, their relationships are more complex and consequently, the teaching-learning process as well. In this way, the reflective teaching approach about the /s/ phoneme is of utmost importance for the students to be aware of the orthographical rules. In this view, this research analyzed how this phoneme and its multiple representations are treated in textbooks used in youth and adult education. The methodology adopted has a documentary and bibliographical nature, with a qualitative approach, whose goal was to examine the collections EJA MODERNA (2013) and Apoema (2015) and detect the presence or absence of orthographical content, identifying the treatment of representations of the phoneme /s/, observing from which teaching methodology the textbooks of youth and adult education were supported. The theoretical foundation was based on authors such as Suassuna (1995), Cagliari (2002), Rangel (2006), Morais and Silva (2007), Lemle (2009), Nóbrega (2013), Seara, Nunes and Lazzarotto-Volcão (2015) and official documents PCN (1998), Guia do PNLD (2014), among others. This research had as conclusion that some textbooks adopt the perspective of constructivist teaching, in the absence of systematization of spelling, however the spell checking is emphasized. It was also found that there are textbooks that have changed and are adapting the contents of spelling to the reflective teaching. However, it was also clear how much the traditional teaching is still prevalent in Brazilian Portuguese textbooks.