Oralidade e texto escrito no sétimo ano do ensino fundamental: desvios de ortografia e propostas de intervenção

Abstract

This action research work aimed (i) to identify and analyze orthographic deviations presented by seventh grade middle school students from a municipal school in Uberaba, MG and (ii) to propose an Activity Book, created from the results of the orthographic deviation analyses of the students’ texts. Thus, we created and applied reflexive activities in order to offer assistance to the Portuguese Language teacher inside the classroom and to reduce orthographic deviations in texts written by seventh grade middle school students. The theoretical basis focused mainly on the field of Educational Sociolinguistics Bortoni-Ricardo (2004), Coelho et al. (2018) and the typification of the orthographic deviations proposed by Bortoni-Ricardo (2005), Gomes (2012) e Cagliari (1989) and the considerations on the continuum between speech and writing undertaken and defended by Marcuschi (2010). We also carried out an analysis of the textbook used in the seventh year in relation to orthographic issues and linguistic variation. For the data collection (the students’ orthographic deviations), a text production proposal and a socioeconomic questionnaire were given to the participating students. The orthographic deviations found were separated into two groups, those being (Type I) related to the conventional writing system and (Type II) due to the influence of orality on writing. The survey of the orthographic deviations revealed that the students resort to orality to draft their writing hypotheses (Type II deviations), revealing their linguistic variation through phonological processes, represented in writing, such as monophthongization, elevation and deletion of the /r/ of the infinitives. Orthographic deviation related to the representation of the phoneme /s/ was also one of the frequent type I cases. After the diagnosis, as an intervention proposal, we created an Activity Book with reflective activities and applied it to two seventh grade middle school classes. At the end of this application, when drafting their texts, the students were more attentive to spelling related issues and to possible transpositions from oral to written text.