A influência da oralidade na escrita das séries iniciais: uma análise a partir de erros ortográficos

Abstract

This paper aims at describing and analyzing orthographic mistakes committed in initial stages of writing, mainly the ones influenced by orality. It is based on data collected from texts which were spontaneously produced by children who belong to three distinct sociolinguistic groups and attend different schools: an urban public one, a rural public one and a private one in Pelotas, RS. The orthographic mistakes were classified according to three categories: mistakes resulting from the interference of categorical phonological rules; mistakes resulting from the interference of gradual variable phonological rules; and mistakes resulting from the interference of discontinued variable phonological rules (according to BORTONIRICARDO, 2005). The study also aims at verifying the influence of extralinguistic categories such as type of school, grade, and sex. Findings agree with the idea that orthographic deviations committed by children can reveal some aspects of their linguistic knowledge, mainly the ones related to the phonology of the language. Mistakes resulting from the interference of gradual variable rules were the most frequent in all three schools under investigation; however, in most cases, the incidence of these mistakes gradually decreased as the children advanced to the next grades. Mistakes resulting from the interference of discontinued variable rules occurred only in the texts written by public school children, mainly the ones attending the one located in a rural area. Mistakes resulting from the interference of categorical rules, whose main data involve hiposegmentation, can mainly be found in the rural school. This study shows that Bortoni-Ricardo s proposal for the categorization of oral mistakes is adequate to classify the data under analysis