As representações múltiplas do fonema /s/, em ataque silábico, na escrita dos alunos do 6º ano: uma reflexão sociolinguística sobre o ensino de ortografia

Abstract

Changes or spelling errors due to multiple representations are common problems in writing of the students of the 6th year, as still present difficulties from the acquisition of written language teaching. The student this year for not, yet, completely appropriate the agreed spelling of the language, either for reasons related to literacy step or any others in writing, these errors considered common in the learning process, but need attention in teaching spelling. Given the above, this work titled "Multiple representations of the phoneme / s / in syllabic attack in the writing of students of the 6th year: a sociolinguistic reflection on the teaching of spelling" aims to analyze errors resulting from multiple representations of the phoneme / s / in syllabic attack on students' writing, as well as factors that enable these events, thinking on the appropriation of the spelling system and the practice of teaching spelling in a sociolinguistic perspective. It also intends to discuss the principles of the spelling system and the teaching of spelling, identifying what strategies or principles are used in choosing letters representing the phoneme / s / in the act of writing, categorizing situations of errors of multiple representations of the phoneme / s /, checking in what contexts there is more production of errors, presenting strategies that help to minimize this occurrence in the written production of the students. Based on the objectives, it was characterized as an exploratory and descriptive research. Regarding the technical procedures it was adopted field research and literature and the analysis and interpretation of data is quantitative and qualitative nature. For data collection of this research the following data collection instruments were applied: reading and writing survey questionnaire, dictation of known words, text and imagery, fill in the blanks activity, and spontaneous text production. This research is based on sociolinguistic studies of Bortoni-Ricardo (2005, 2008, 2014), the theoretical support about phonetics and phonology, specifically in syllabic constitution discussed by Bisol (2005), Câmara Jr. (2001), Collischonn (2005 ), Hora (2009), in research on the alphabetic system of Scliar-Cabral (2003), Cagliari (1995), the spelling teaching concepts by Faraco (2010), Morais (2000, 2007), Monteiro (1999) Rego (2007), Nóbrega (2013), about the multiple representations of Zorzi (1998), among other authors who have been concerned about the mishaps experienced by the teaching of spelling in school and the acquisition of the writing of schoolchildren. It was found, with this study, the errors motivated by multiple representations of the phoneme / s / in syllabic attack need attention in the teaching of spelling, in relation to the contexts of regularities and irregularities, and that teaching is reflective and systematic, driving the student to learning.