PHONETIC PHENOMENA IN THE WRITING OF PRIMARY SCHOOL STUDENTS

FENÔMENOS FONÉTICOS NA ESCRITA DE ESTUDANTES DA EDUCAÇÃO BÁSICA

Abstract

The work, of a theoretical nature and predominantly descriptive, intends to discuss the interference of some phonetic phenomena in the writing of elementary school students. It is assumed that many linguistic elements subject to variation in the individual's colloquial speech can be found in the written productions of students, especially those from public schools. The study is anchored in the discussions of authors such as Zorzi (1998), Mollica (1996), Bortoni-Ricardo (2005, 2006), Faraco (2005), Simões (2006), Morais (2003, 2007) and, in a theoretical perspective, has the in order to demonstrate that the studies carried out on written language can contribute significantly to the educational area, bringing linguistic theory closer to pedagogical practice. The need for the Portuguese language teacher to have a solid sociolinguistic training is evident, so that he/she can better understand the various linguistic and social factors that can cause graphic deviations in students' writing. The research points to the fact that the didactic strategies for the acquisition, in writing, of variable phenomena in speech, must be explicit, because as the student becomes aware of these linguistic facts of speech that can interfere with writing, the tendency is that spelling problems decrease and the recovery of these segments happens without much trauma for the learner.