Consciência fonológica e ortografia: uma intervenção na escrita de alunos do ensino fundamental II

Abstract

This work aimed to investigate the influence of an intervention in the writing of Elementary School II students who have phonological and orthographic difficulties. Considering the hypothesis that an intervention work based on activities aimed at the development of phonological awareness and orthography may minimize these difficulties, this work aimed at analyzing the effects of this intervention under the perspective of the Network Model, the Phonology of Use and the Models of Exemplars. More precisely, this work aims to: i) conduct studies on phonological awareness and the influence of intervention works that use the development of awareness to mitigate challenges in the students’ acquisition of reading and writing; ii) diagnose orthographic difficulties in the writing of elementary II students through practical activities, and evaluate them accordingly; iii) identify the most recurrent orthographic difficulty for the purpose of developing and elaborating an Educational Intervention Plan (EIP); iv) develop an intervention plan with this research subjects by using activities that involve the stimulus of phonological awareness and orthography for a reorganization of the connections established by them in the written language; v) analyze the results obtained after the application of the EIP and compare them with the results obtained in the diagnostic activity in the light of the Network Model, Phonology of Use, and Models of Exemplars. A quantitative and qualitative approach was used as methodology through a case study from the perspective of action research with the use of the software “Pedro no Parque de Diversões” as a methodological subsidy for the work of consolidating meta-phonological skills as well as orthographic activities related to the morphological and grammatical regularities of the Brazilian Portuguese orthography (Morais, 2010), and associated with the phenomenon of deletion of the final -r in infinitive verbs - the most recurrent orthographic difficulty found in the corpus. The results indicated not only a significant decrease in the number of orthographic “errors” after the intervention but also the non-registration of cases related to the studied phenomenon, thus, demonstrating the scope of the desired reorganization of the established connections with the mental storage of the lexical items. The results indicated not only a significant decrease in the number of orthographic "errors" after the intervention, but also the non-registration of cases related to the studied phenomenon, thus demonstrating the scope of the desired reorganization of the established connections: the mental storage of infinitive verbs, although the / R / (according to the dialect of the linguistic community of which the students are inserted) is not necessarily pronounced with the orthographic representation of the final -r. Hence, the established connection before the intervention as total phonological, since the students focused only on the identity of sound segments, started to present as partial morphophonological after the intervention, once the students began to consider the morphological and stress differences between the infinitive and inflected verbal forms. Thus, the effectiveness of the IEP was proven as it promoted the awareness in the students about the necessity of a conscious reflection on the use of their own language considering its structure as an object of thought, judgment, and above all, proficient manipulation.