A grafia de Onset Complexo nos anos iniciais: um estudo comparativo entre os dados de escrita de crianças brasileiras, portuguesas e moçambicanas

Abstract

The present research describes and analyzes the production of complex onsets (also called branched attack or consonant cluster), a structure for which, according to BISOL (1999), the language licenses consonants to compose it – the first consonant is filled by a labiodental fricative or a stop; and the second only for alveolar liquid accents, as in ‘blusa’ and ‘sempre’, for example. The spellings of CCV syllables in writing data from Brazilian, Portuguese and Mozambican Portuguese children, belonging to BATALE (Written Language Acquisition Text Bank) were studied considering errors and corretc spellings. The words with context for the target spelling were analyzed considering the following variables: error and corretc spellings success, school year, type of complex onset and strategy used. The error rate was 15% for data from Brazilian children; 9% for Portuguese children and 10% for Mozambican children. The series variable proved to be important in the reduction of errors in the three varieties studied, reinforcing Morais; Albuquerque; Leal (2005), Abaurre (2011), Miranda (2009; 2019), Pachalski (2020) among other authors. The main strategies used by children, in the three varieties of Portuguese, are: omission of C₂, metathesis and epenthesis. There was also data in which the syllable became complex due to the effect of metathesis or epenthesis for words in which there was no CCV structure. Both strategies and errors by type of complex onset presented similar results for both groups. The errors found in writing data, for the most part, derive from phonological aspects, and, in the minority, orthographic ones; the first aspect is fundamental to GEALE researches, whose studies seek to reveal children's hypotheses, through clues found in the acquisition of alphabetic writing, enabling the understanding that writing processes are evolutionary and that children, when faced and any writing obstacle, make mistakes that are anchored in the phonological knowledge available to them.