Os desvios ortográficos em redações do Ensino Fundamental II: descrição, análise e atitudes linguísticas dos professores
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2018-01-26
Autores
Sene, Marcus Garcia de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
A temática apresentada neste trabalho insere-se dentro do campo da Sociolinguística Educacional (BORTONI-RICARDO, 2005), do continuum entre fala e escrita assumido e defendido por Marcuschi (2000) e dos estudos de atitudes linguísticas em relação ao ensino de língua (SANTOS, 1996; CYRANKA, 2007). Nesse sentido, pretendemos identificar, descrever e analisar alguns fenômenos fonéticos-fonológicos que emergem nas redações dos alunos do Ensino Fundamental II, mais especificamente de alunos do 6o ano de três escolas públicas de Araraquara/São Paulo. Para a coleta das redações, foi elaborada uma proposta de narração adequada à série escolar dos participantes da pesquisa e, com ela, um questionário simples de perfil social foi aplicado, para conhecer, brevemente, os informantes. Os fenômenos pesquisados são desvios ortográficos de natureza fonéticofonológica, especialmente aqueles que são originários dos hábitos da fala e que surgem na escrita. Os desvios ortográficos encontrados foram separados em 02 tipos, sendo o (i) relacionado à própria natureza arbitrária do sistema de convenções ortográficas e (ii) aqueles decorrentes da transposição dos hábitos da fala para a escrita. A fim de explicitarmos o funcionamento dos fenômenos pesquisados, seguimos os pressupostos enumerados e discutidos por Cagliari (2002), Bortoni-Ricardo (2005), Seara, Nunes e Lazzarotto-Volcão (2011) e Mikaela-Roberto (2016). Após a coleta e diagnose dos desvios ortográficos, fizemos uma sondagem das atitudes dos professores por meio de um teste de atitudes linguísticas para verificarmos as reações subjetivas dos docentes em relação às produções escritas dos alunos. Nossas principais conclusões foram que os desvios do Tipo 1 apresentaram percentuais semelhantes entre as três escolas, na Escola A (38%), Escola B (29%) e Escola C (33%). Dos desvios do Tipo 2, os mais frequentes foram: apagamento do /R/ em posição de coda final de palavra, monotongação, neutralização, ditongação, aférese e a hiperssegmentação. No que diz respeito às atitudes dos professores de língua portuguesa, os resultados encontrados por meio do teste apontaram que os professores tem uma avaliação negativa em relação aos desvios ortográficos, o que implica na retomada da enraizada cultura do erro. Além disso, nem todos os educadores reagiram positivamente à relação biunívoca entre fala e escrita, de modo geral, eles acreditam que os alunos fazem uma cópia da fala no texto escrito. Com essas atitudes, foi possível concluir que os professores não diferenciam os tipos de desvios e não compreendem a variedade do aluno como motivadora para alguns dos desvios encontrados no texto. Notamos também a falta de ênfase na discussão das variedades linguísticas, em especial no que diz respeito à escrita dos alunos pode representar hipóteses sobre a ortografia e estas, em sua maioria, estão apoiadas na modalidade oral dos alunos. Com isso, torna-se fundamental que o professor sempre busque por uma formação continuada e, sobretudo, adote a pedagogia culturalmente sensível como uma prática diária na sala de aula.
The theme presented in this work falls within the field of Sociolinguistics (BORTONIRICARDO, 2005), the continuum between speech and writting (Marcuschi, 2000) and studies of language attitudes in relation to the teaching of languages (SANTOS, 1996; CYRANKA, 2007). In this sense, we intend to identify, describe and analyze some phonological-phonetic phenomena that emerge in the essays of elementary school students, more specifically of 6th grade students from three public schools of Araraquara / São Paulo. For the collection of the essays, a narration proposal appropriate was created to School series of the research participants and a simple social profile questionnaire was applied to informants. The phenomena investigated are orthographic deviations of phonologicalphonological nature, especially those that originate from speech habits and that arise in the writing. The orthographic deviations found were separated into 02 types, (i) related to the very arbitrary nature of the system of spelling conventions and (ii) those resulting from the transposition of speech habits into writing. In order to explain the operation of the phenomena researched, we follow the enumerated and discussed by Cagliari (2002), Bortoni-Ricardo (2005), Seara, Nunes and Lazzarotto-Volcano (2011) and Mikaela-Roberto (2016). After the collection and diagnosis of deviation we surveyed the teachers’ attitudes through linguistic attitudes to verify teachers’ subjective reactions to students’ written production. Our main conclusions were that Type 1 presented similar percentages among the three schools, in School A (38%), School B (29%) and School C (33%) of the Type 2 deviations, the most frequent were: erasure of the / R / in position of word end coda, Monotonization, Neutralization, Diphthongization, Apheresis and Hyper-segmentation. As regard to the attitudes of Portuguese language teachers, the results found through the test pointed out that teachers have a negative evaluation of the spelling deviations, which implies the assumption of the rooted culture of error. In addition, not all educators reacted positively to the biunivocal relation between speech and writing, in general, they believe that students make a copy of the speech in the written text. With these attitudes, it was possible to conclude that teachers do not differentiate types of deviations and do not understand student variety as motivating for some of the deviations found in the text. We also note the lack of emphasis on the discussion of linguistic varieties, especially that students’ writing may represent hypotheses about spelling, and these are mostly based on the oral modality of the students. Thus, it becomes fundamental that the teacher always seeks by continuing education and, above all, adopting culturally sensitive pedagogy as a daily practice in the classroom.
The theme presented in this work falls within the field of Sociolinguistics (BORTONIRICARDO, 2005), the continuum between speech and writting (Marcuschi, 2000) and studies of language attitudes in relation to the teaching of languages (SANTOS, 1996; CYRANKA, 2007). In this sense, we intend to identify, describe and analyze some phonological-phonetic phenomena that emerge in the essays of elementary school students, more specifically of 6th grade students from three public schools of Araraquara / São Paulo. For the collection of the essays, a narration proposal appropriate was created to School series of the research participants and a simple social profile questionnaire was applied to informants. The phenomena investigated are orthographic deviations of phonologicalphonological nature, especially those that originate from speech habits and that arise in the writing. The orthographic deviations found were separated into 02 types, (i) related to the very arbitrary nature of the system of spelling conventions and (ii) those resulting from the transposition of speech habits into writing. In order to explain the operation of the phenomena researched, we follow the enumerated and discussed by Cagliari (2002), Bortoni-Ricardo (2005), Seara, Nunes and Lazzarotto-Volcano (2011) and Mikaela-Roberto (2016). After the collection and diagnosis of deviation we surveyed the teachers’ attitudes through linguistic attitudes to verify teachers’ subjective reactions to students’ written production. Our main conclusions were that Type 1 presented similar percentages among the three schools, in School A (38%), School B (29%) and School C (33%) of the Type 2 deviations, the most frequent were: erasure of the / R / in position of word end coda, Monotonization, Neutralization, Diphthongization, Apheresis and Hyper-segmentation. As regard to the attitudes of Portuguese language teachers, the results found through the test pointed out that teachers have a negative evaluation of the spelling deviations, which implies the assumption of the rooted culture of error. In addition, not all educators reacted positively to the biunivocal relation between speech and writing, in general, they believe that students make a copy of the speech in the written text. With these attitudes, it was possible to conclude that teachers do not differentiate types of deviations and do not understand student variety as motivating for some of the deviations found in the text. We also note the lack of emphasis on the discussion of linguistic varieties, especially that students’ writing may represent hypotheses about spelling, and these are mostly based on the oral modality of the students. Thus, it becomes fundamental that the teacher always seeks by continuing education and, above all, adopting culturally sensitive pedagogy as a daily practice in the classroom.
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Palavras-chave
Oralidade e Escrita, Fonologia, Variação, Língua Portuguesa, Orality and Writing, Phonology, Variation, Portuguese