A segmentação e a juntura na escrita de alunos do ensino fundamental: é possível intervir?

Abstract

Because the betterment of writing and the use of the standard language are indispensable to and inherent in the teaching of the Portuguese language, the object of study in this dissertation is the various mistakes in writing the students of the 6th grade of the State School João Valle Maurício, in the city of Montes Claros, Minas Gerais state. The research deals specifically with the phenomena of juncture and segmentation and aims at investigating the causes for these “errors” while it also tries to find out the reasons why they happen. Based upon the analysis of the textual productions by the students of the referred school, a project of intervention was elaborated with the objective of helping to solve or minimize the problem, as well as of offering theoretical-practical subsidies to teachers working with literacy and the ones teaching the mother tongue in other school levels because, although those mistakes are common in the beginning series of schooling literacy, they remain till the final years of high school. The methodology used was the intervention-research which mixes theory and practice for the betterment of the teaching and learning processes. The hypotheses formulated for the research are: the lack of consistent linguistic knowledge on part of teachers, mainly those involving Phonology and Phonetics, and the strong influence of orality over the written language explain the occurrence of those phenomena, hypotheses consistently confirmed in the present investigation. On account of that, text demonstrates that it is important that teachers dominate theories concerning the discipline they work with. As the results demonstrated that students do not make those mistakes at random because such “errors” reveal that aspects of the oral linguistic knowledge (speech) are transferred to the writing work. Based on this revelation, it is suggested that teachers elaborate and apply intervenient, continuous and efficient activities so that those “errors” be gradually overcome through exercizing reading and writing. Because of that, to motivate teachers to think over their pedagogical practice, this dissertation stimulates reflection on how the process of teaching and learning Portuguese occurs.