Segmentação e nasalização: reflexões acerca da escrita espontânea no ensino fundamental

Abstract

The present study, which is geared toward the beginning of the acquisition of writing, aims to analyze the main orthographic changes motivated by more recurring phonological phenomena in texts results of spontaneous writing school from 4th year of primary school. For this, we used a qualitative and quantitative approach as a means for analyzing and recording of reality. Thus, the corpus of the work consists of about nine spontaneous texts produced by children in the fourth year of age, gender and social class variables, from a school of Private Education Network in Vitória da Conquista. That said, as a theoretical approach, the work referenced on studies of Abaurre (1991, 2011), Ferreira and Correa (2010), Ferreiro and Teberosky (1989, 1999) Martins (2012), Pereira (2011), Silva (1999)and also the guidelines of the National Curriculum Parameters (PCN) (1998) -Portuguese. Thus, it is expected that this work can contribute to the understanding of the problems faced by children in relation to the understandingof the writing system, as well as create opportunities effective practices in teaching and learning the Portuguese language and expand the studies focused on language, especially of the field of linguistics and psycholinguistics.