Representação do fonema /s/ em contextos regulares: proposta de mediação pedagógica

Abstract

This study investigates the effects produced by reflective teaching aimed at the phonemic-graphemic representation of the phoneme /s/ in regular contexts. Handwriting is a socially charged prescriptive convention, so it is up to the school to find ways to teach it. However, it is observed that many students have reached the second segment of Elementary School with several types of deviations related to this knowledge subject. It is believed that one of the possible reasons for this is absence of a systematic teaching of the orthographic rules due to an inadequate understanding of what a constructivist teaching method would consist. Thus, the general objective of this research project was to develop a pedagogical intervention proposal that would lead students of the sixth year of a municipal school in Rio de Janeiro to infer and explain, through reflective activities, the rules of regular orthographic of the phoneme /s/. For the development of the work, the following specific objectives were established: a) to investigate the regular orthographic representations of the phoneme /s/; b) to analyze to what extent the activities of the intervention proposal helped the students in the verbal explanation of rules suitable for the regular representation of the phoneme in question. The theoretical underpinning for this research was based on the studies of Morais (2007; 2010), Soares (2004; 2015; 2016), Scliar-Cabral (2003), Zorzi (1998), Faraco (2012; 2015) and Karmiloff-Smith (1992), among others. This work is interpretative in nature and was developed as a research-action in view of the fact it seeks the transformation of a reality. The analysis of the answers given in the intervention activity showed that when the clues provided for the preparation of the orthographic rule are sufficient and satisfactorily contemplate students' previous knowledge, a reflexive teaching of handwriting is efficient for the expansion of the orthographic knowledge.