Marcas de oralidade na escrita de alunos do ensino fundamental: gênero carta do leitor

Abstract

Linguistic studies have shown that methodologies for of teaching and learning the mother tongue which focuses on the pattern language norms no longer responds the demands of the Brazilian educational reality because, among other reasons, Portuguese is notably marked by a multiplicity of language varieties. Because of that, schooling education is in need of research describing such a reality, as well as distinct innovative methodologies for the teaching of the Portuguese language need be developed and used so that students may learn and dominate both the oral and written modalities of the pattern language/variety, and, preferrably, without facing the prejudices that usually stigmatize the different varieties of a language. Following this line of thought, this dissertation taking the marks of orality on the written language as its main thesis, presents a pedagogical intervention applied to students of the 7th grade A, in the School Vicente José Ferreira, in Salinas city, Minas Gerais state. Analyses made at random in students´ texts production and the knowledge on their social, cultural reality and geographical environment made it possible to find out that they transfer the knowledge of their oral language to their written production, as they do not differ the specificities of each language modality. On account of that, they build hypotheses about the written language based upon their regional speech. To guarantee precise and accurate data, researcher applied three diagnostic activities involving text production in which marks of orality were detected and mistakes made as to conventional ortography. This methodological strategy confirmed that the regional speech variety and the few opportunities of participating in literacy events, where the pattern language is usually used, intervene substantially in students process of learning the written pattern language. For this reason, the objective of this research was to detect and list hypotheses that students make when they deal with the written pattern language, and also, they probably make mistakes due to the interference of orality in the written texts, or to their ignorance about the conventions of the official ortographic system. To support such inferences researcher used the theoretical principles of Phonetics, Phonology, Sociolinguistics. Methodology used includes the research-action and the ethnography research for the elaboration of the intervention project and its subsequent application. The intervention was based on a ‘Plan of Activities´ composed of 07 modules focusing on the process of phonological conscience and on the knowledge about the written language conventions. Results demonstrated that students progressed considerably in understanding the relations between speech and written language and the conventions of the ortographic system, but data also revealed that some mistakes insisted in appearing in the written texts, occorrences that pointed to the necessity of their being re-analysed in further future procedures and techniques. Conclusions evidenced that research contributed the enlightening of the relations between speech and the written language students weave when writing a text.