A monotongação na escrita dos alunos do Ensino Fundamental II

Abstract

This research aimed to analyze the transposition of the phenomenon of monotongation to the writing of elementary school students. Therefore, we hypothesized that students' writing is influenced by monotongation and that an intervention can contribute to the student's orthographic writing development. Based on the hypotheses raised, the objective was to analyze the transposition of the phonetic-phonological phenomenon of monotongation in the writing of the seventh-7rd grade students from São Luiz Rotary Municipal School, located in the urban area of the city of Montes Claros (MG). An intervention was developed that minimized this speech interference in your writing. In the development of the work, the methodology used was the action research, in addition to the quantitative and qualitative analysis, which enabled the researcher to reflect on the linguistic phenomena used by the students during the learning process. As regards the observation of the phenomenon of the transposition of monotongation, the following linguistic variables were considered: a) diphthong <ou> inside and at the end of the word; b) diphthong <ei> before ; c) diphthong <ai> before ; d) grammatical category (nouns, verbs, pronouns and adjectives). Non-linguistic variables were also considered, namely: e) the sex of the participants; f) age group; g) schooling; h) geographical area. Two diagnostic activities were applied to the students of the X 7rd , and it was possible to verify the occurrence of the transposition of monotongation of the diphthong <ou> in the final tonic syllables, as in atiro, rather than "atirou"; and within the words, as in robo, written in the place of "roubo". It was also verified the deletion of the glide of the diphthongs <ai> and <ei>, as in caxa and coquero, instead of "caixa" and "coqueiro". From the diagnosis, an intervention plan was developed to be applied, based on Morais's (2000) postulations on the teaching of spelling. The results obtained in the post-intervention phase allowed to verify the reduction of the transposition of monotongation in the written texts by the students. Therefore, this work is justified, since, by allying theory and practice, it made possible a concrete action within the researched universe.