ANALYSIS OF SOME GRADUAL PHONOLOGICAL TRACES IN WRITING FROM THE PERSPECTIVE OF EDUCATIONAL SOCIOLINGUISTICS

Abstract

The Brazilian school faces challenges, especially with regard to writing or, more specifically, to learning the standard norm that is intensively disseminated in school textbooks. What is ignored in the teaching / learning process of the written modality is the influence of orality, how speech habits are frequently represented in school texts and how they reflect variable linguistic traits common in Brazilian Portuguese (PB) speech. Thus, this article aims to discuss gradual phonological traits in writing present in 6th grade school essays according to the principles of Educational Sociolinguistics (BORTONI-RICARDO, 2005). The three most frequent deviations according to the research by Sene (2018) were selected and analyzed, through which it was observed that the principles of Educational Sociolinguistics are crucial to understand that such deviations should not be seen as a source of conflict in the school space, but as an opportunity for reflection on the importance of linguistic variation and sociolinguistic knowledge.