Conhecimento morfológico de estudantes do ensino fundamental e sua relação com a aquisição da escrita ortográfica do português brasileiro

Abstract

This thesis, which aims to describe and analyze aspects of the morphological knowledge of elementary school students in their orthographic writing, to discuss the role of explicit and systematic teaching of morphemes in the acquisition of written language, based on analyzes based on the MRR (Model of Representational Redescription), proposed by Karmiloff-Smith (1992), contributes to the field of research that seeks to align linguistic knowledge in favor of the teaching-learning process of the Portuguese language, in particular, the orthographic field. Based on writing data from fundmanetal I and elementary school II students, specifically from the 3rd, 5th and 9th grade classes, we seek to understand the level of explicitness of the students' morphological knowledge regarding the spelling system of Brazilian Portuguese (PB). For this, in an attempt to reveal morphological knowledge that can serve as support for solving spelling problems, this study proposed three tasks, which look at different aspects of word morphology: a) suffixes –ice and –isse; b) identity of stems and c) verbal morphology of endings –am and –ão with pseudoverbs, enabling writing data of different complex morphological constituents for BP writing. In addition to written data, the methodological tool of this research was based on the clinical interview proposed by Piaget (CARRAHER, 1989), which was implemented after each task and was based on the proposal of an analysis of the level of knowledge that students have, from the perspective of the Representational Redescription Model (MRR) of Karmiloff-Smith (1992; 1994), a theoretical model that foresees different levels of knowledge in the human mind, starting from Implicit information and being able to evolve to Explicit ones 1, 2 and 3, being level 3, the one that characterizes the verbal and conscious explanation of knowledge. Comparing the performance of the subjects and the analysis of the preponderant level that each one found himself, this research that had the participation of 35 students of a municipal public school of the city of Canguçu/RS/ Brazil, in the age group of 08 to 15 years old, allowed the conclusion that not all students, not even the 9th graders, have the E3 level for the morphological aspects of BP, which does not allow them to consciously access the morphemes that ensure spelling predictability in the language at the moment they are going to write. We reinforce, therefore, the need for a teaching-learning process of morphological knowledge from elementary fundamental teaching, so that the systematization and verbalization of these can be one more way for the acquisition of the spelling system of the Portuguese Language.