Acréscimo do grafema <r> em coda silábica: intervenção para casos de hipercorreção

Abstract

This study investigates a specific case of overcorrection in the writing of students in the final years of elementary school: the improper addition of the grapheme <r> in the position of a syllable coda, based on present study as “erregrafismo”. Records were found in different grammatical classes, such as "you", "boy", "to be", among others. Overcorrection is an excessive search for correction, as the term itself indicates. The phenomenon is produced when the individual interprets as incorrect a correct form of the language, consequently ends up exchanging in another form that considers cultured. This is due to linguistic insecurity, since the rules of the standard have not been internalized yet. Therefore, the present research has as general aim to minimize the cases of hypercorrection of the so-called “erregrafismo” in the position of a syllabic coda in the writing of students of a class of 9th grade elementary school, through a proposal of pedagogical intervention that assists in due representation orthographic in regular morphological-grammatical relations. In line with this main objective, the following specific objectives have been identified: 1) to identify the contexts in which so-called “erregrafismo” occurs most frequently; 2) develop adequate strategies to minimize the phenomenon of hypercorrection studied in the proposed research, in the different contexts in which it manifests itself. The hypothesis that guides this work is that questions of phonological and morphological awareness addressed in the intervention proposal formulated for this research, contribute to the proper application of the grapheme <r> in final position of the word, thus minimizing cases of hypercorrection in writing of students of elementary school. The methodology used is anchored to action research according to Thiollent's (2011) thinking. From the analysis of data, it was concluded that some students, due to the lack of syllabic tone perception and word segmentation in syllables, initially had difficulties in performing some proposed exercises. However, in the course of the intervention, it was found that the activities of comparison of words, seeking to perceive the similarities and / or differences between them, allowed the learners to consolidate correspondences between sound units (phonemes) and graphic units (graphemes) Thus, in the learning of morphological-grammatical phonemic-grapheme regularities. Another relevant finding was that activities involving pseudowords showed that although they did not know some invented words, the students used morphological knowledge to write such words, thus showing the importance of morphological awareness in spelling.