Percepção e conhecimento linguístico na aquisição da escrita de alunos bilíngues (pomerano/português).

Abstract

The state of Rio Grande do Sul, South of Brazil, has several communities of Germanic immigrant descendants who migrated to Brazil during the 19th century. In many of these places, such as the municipality ofArroio do Padre, for example, pomeranian - one of the dialects of Standard German - is still used as a mother tongue (VANDRESEN and CORREA, 2006; BANDEIRA, 2010, BLANK, 2013), and children born in these communities frequently have Portuguese as their second language, which is oftenonly spoken at school or when in contact with native portuguese speakers. Considering the linguistic context in which these children are inserted - which differs from a monolingual environment of writing acquisition - as well as the possible relations between perception and linguistic knowledge during the writing process, the general objective of this thesis is to describe and to analyze the perception of phonological contrasts of the portugueseobstruents and the writing errors of bilingual children (pomeranian-portuguese) intermediate children,and monolingual children from 1st to 4th grades of elementary school, and to discuss possible differences in knowledge reorganization for each of the analyzed groups. The study is based on the analysis of perception and of writing tests controlled, performed in 2018 and administrated to 143 children from different schools in the municipalities of Pelotas and Arroio do Padre. Results point to stages apparently more distinct concerning the level of abstraction of spelling considering the groups researched. Bilingual language knowledge reorganizes more dynamically, making perceptual performance an important avenue for the development of metalinguistic capacities, unlike Monolinguals, whose relationship between perception and writing is not so straightforward. The Intermediates are the group with the most difficulties both in perception and writing precisely because they are in an environment of acoustic inaccuracy. However, even using different strategies for the reorganization of linguistic knowledge, all groups show considerable advances in the process of writing acquisition over the years surveyed.