The rhotic at the end of syllable position in the writing of elementary school students:

how to intervene?

Abstract

Written language has great sociocultural relevance, as all spheres of human activity are organized through its use. In this context, writing is standardized by spelling to facilitate communication and does not allow for variation. However, in school writing, even at more advanced stages of schooling, we realize that it is common to find unconventional written forms resulting from a transposition from orality to writing, as is the case with the deletion of R in the final position of a syllable, as in: interval, emergencies, cell, bring, post. In view of this, this work aimed to investigate this phenomenon in the writing of 6th-grade students of Elementary School at a public school, located in the Municipality of Macaparana - PE, and aimed to analyze and intervene in the phonological transpositions that occur in orthographic writing, arising from orality. To this end, we are based on qualitative and quantitative methodology of an analytical nature and on the technical procedures of action research of an interventionist nature. Initially, we proposed a pilot activity in order to verify and prove the occurrence of the process in question and, afterwards, we were able to experience a didactic intervention proposal that school year. To assemble the corpus, we collected the production of fifty-four diagnostic textual productions and another fifty-four final textual productions, in addition to a questionnaire on the students' reading and writing habits. In this way, we analyzed the occurrences of R deletion in the final position of a syllable, both in medial and final positions.