A transposição de alçamentos vocálicos da oralidade para a escrita em textos escritos por estudantes do 5º ano do Ensino Fundamental

Abstract

This work aims to analyze the influence of orality in the writing, of the mid vowel raising [e, o] in non-final pretonic and posttonic position in writing of 5th year elementary school students of public schools of urban and rural network of Montes Claros, Minas Gerais. As specific objectives, we aimed: a) To identify the difficulties found by 5th year elementary school students in reference of differentiation from orality to writing. b) To understand which factors can contribute for that occur the mid vowel raising [e, o] non-final pretonic and posttonic in writing of students.c)To comprehend the vowel structure of Brazilian Portuguese.d) To promote, through an action research, workshops for students and teachers of textual production that contribute to improve the orthographic writing of students and teaching practice. The methodological trajectory of this study supports in the quantitative-qualitative approach through action research. For collecting information, it was made a text production workshop with students and, posteriorly, a proposal for pedagogical intervention with the teachers in order to provide aids for development of activities in the classroom, since contributes for the permanent training of teachers. In that sense, the theoretical reference of this research was constituted by renowned authors studies who discuss the subject, for example, Bortoni-Ricardo (2010), Coutinho (2005), Cristófaro (2002), Morais (2005) e Tondineli (2010). Through analyzes of the texts produced by students, we established that the students transpose for writing the raising of mid vowels [e, o] in non-final pretonic and posttonic position, and that the vowel /e/ is more transposed in a raised way by students in relation to the vowel /o/ both in pretonic and non-final posttonic position. Besides, we checked, according to the vowel structure of Brazilian Portuguese, that not only extralinguistic factors contribute to the students transpose elements from speech to writing, but, the lack of contextualized methodologies that value this theme makes it difficult to minimize this problem.