Caracterização semiológica dos desvios na escrita: descrição das terminações -am e -ão e intervenção no Ensino Fundamental II

Abstract

The command of spelling is one of the challenges in the teaching and learning of Portuguese Language in this century, since the problem continues even after basic education. In this perspective, the present dissertation aimed to categorise semiologically the spelling deviations (i.e. spelling errors), motivated by both the orality and the orthographic arbitrariness, of a 7th grade elementary school class in Anápolis-Góias, through the spontaneous textual production oriented by Dolz, Noverraz e Schneuwly (2004). Hence, for data analysis, we essencially used the classification of spelling deviations by Zorzi (1998, 2003). After the semiological categorisation of spelling deviations, which is considered in this context, the starting point, since the semiologies of spelling deviations directed us to combine activities, strategies, methodologies and intervention, structured in a systematic, gradual way and interconnected to achieve the construction of knowledge. For this didactic combination, we based on Cagliari (1989); Zabala (1998); Travaglia (2003); Zorzi, (2003); Nunes e Bryant, (2006); Marcuschi (2010); Morais (2010); Geraldi (2012); Marcuschi, (2012); Soares (2016). Subsequently to the elaboration, we applied the interventive didactic combo regarding the permutations of homophonous -am and -ão endings, very specific spelling deviation and due to its specificity, we realised that the application has been justifiable. Thus, we made the action research (THIOLLENT, 1986) for the development of the didactic proposal through a sequence of activities involving morphophonological aspects, departing from the the text production materialised under the conventions of the discoursive genre - memoir, which reveals the verbal interaction, experienced in a given historical context. Moreover, it has aimed to lead student-participants to develop specific skills, in distinguishing homophonous -am and -ão endings in narratives, and to improvement in writing. Therefore, the student-paticipants appropriated specific abilities to use the studied endings properly by the application, due to the text production, which triggers the reading and reflexive language analysis. The didactic combo applied resulted in a workbook and we hope that it contributes to the practice of teaching, in work with the Portuguese Language in the Elementary School II. Furthermore, we agree that the semiological characterisation of spelling deviations presented can become a contribution to basic education teachers. Concerning the spelling deviation, which envolves -am and -ão endings, we confirm its multisemology and found that occurs vowel tonicisation and atonicisation, terminological expressions, which we name the exchanges of these endings. From this point of view, our analysis points to a similarity of occurrences in segmental contexts which approximates to the phenomenon of nasal reduction, in final unstressed diphthong in verbal inflection of the past pluperfect tense (SCHWINDT e BOPP DA SILVA, 2009; SCHWINDT, BOPP DA SILVA e QUADROS, 2012; SCHWINDT, 2014, 2016). For this reason, we raised two hypotheses that could contribute to the vowel tonicisation and atonicisation of the endings, the former related to the flap, / ɾ /, presents in the syllable of the -am and -ão endings and the latter involves a grammaticalisation process. Notwithstanding, detailed studies are demanded. Thereby, we can only affirm that, this spelling deviation involves morphophonological aspects and the interventive didactic combo was a tool which contributed to the student-participants tonicise and atonicise less in the writing of homophonous -am and -ão endings.