As formas nominais na escrita de alunos do Ensino Fundamental II: Chico Bento aprende a escrever

Abstract

Pattern writing is one of the essential tools for the insertion of man in society as a critical, participatory and transformative agent. One of the school missions is to facilitate students’ access to both the pattern language and the linguistic diversity. Therefore, in this dissertation, the main thesis is the use of the infinitive, gerund and participle nominal forms in the writing of students. One of the objectives was to contribute to the improvement of the Portuguese language teaching in public schools, and, to accomplish such a goal it would be necessary to elaborate a didactic-pedagogical proposal with adequate and effective pedagogical strategies. To achieve such goals, the investigation was supported with linguistic theories on Phonology and those which approach orality influence in writing. Some guiding questions about the structuring of the register of Portuguese verbs nominal forms in students’ writing production were formulated on the possible influence of speech in this writing and on the recurrent phonological processes in the registers of the written forms of the studied students. Because evidences have shown that classroom activities have failed to develop writing to content, three hypotheses have been raised and, at the end of this investigation, two proved true and one was partially confirmed, as evidenced by the analysis of the data compiled. As to its approach the methodology used was the the bibliographic and in what procedures are concerned the field research, specifically the research-action, was selected as the latter requires the identification and description of a problem, combines theory with practice, besides proposing the creation of an intervention that acts effectively upon the problem, aiming at its solution. Research corpus was composed by 9th grade students at the São Francisco State School, in Ibiaí – state of Minas Gerais. Results obtained revealed the significant presence of orality in students' writing and their difficulty in producing texts in learned writing, but due to their attempt to systematize their writing. Based upon these results, a proposal of pedagogical intervention was developed with strategies to improve learners’ writing with the written norm, and thus contribute to the improvement of the the Portuguese language teaching in Brazil. In this sense, research still suggests educators a careful reflexion on their own pedagogical practice.