Análise dos aspectos linguísticos da relação grafema – fonema de uma criança com dificuldades escolares

Abstract

The writing of children in the acquisition phase is often crossed by medicalizing practices that constantly relate spelling errors to deficits and disorders, ignoring the complexity of language and human life. The search for the ideal spelling emphasizes errors, disregarding that children, even at the beginning of literacy, have some stability in graphic records. This study, in the light of the enunciative-discursive linguistic perspective, had the general objective of understanding how a child, considered to have school difficulties, deals with the Brazilian Portuguese (BP) orthographic system, more specifically with the biunivocal and multiple relations between graphemes and phonemes. The specific objectives were: to identify and characterize spelling errors linked to the relationship between graphemes and phonemes considered as biunivocal; to identify and characterize spelling errors linked to the relationship between graphemes and phonemes considered as multiple and to understand how the enunciative-discursive aspects constitute the relationship between graphemes and phonemes considered biunivocal and multiple. This is a qualitative, descriptive and cross-sectional study that aimed to analyze writing data of a child (Ana), of school age, attended at the Nucleus of Social and Pedagogical Therapeutic Attention (NATESP), located in the city of Simões Filho – BA. Data collection was carried out through 9 writing activities, produced between April and November 2021, recorded on video and production of a field diary. Writing data were organized, categorized and analyzed, based on work carried out by authors such as Capristano (2011), Oliveira, Harayama and Viégas (2016) and Chacon (2021). The results showed that Ana hits more than wrong both in biunivocal and multiple relationships. In both types of relationships, mistakes and successes occurred with and without slips, that is, slipping movements that Ana constantly makes between “one phoneme and another”, “one grapheme and another”, and which often culminated in a hit. Regarding the error, Ana makes more mistakes in multiple relationships. Regarding the main types of errors, it is possible to observe more substitutions than omissions and transpositions. In this study, aspects that crossed Ana's schooling and writing process - such as racism, remote teaching and some more specific aspects of the functioning of her language - in addition to her insertion in oral and literate social practices, were also discussed. The results found de-medicalize Ana insofar as it was observed that she deals with multiple and biunivocal relationships like most children in the writing acquisition phase, that is, with more successes than mistakes, with more errors in multiple relationships and with errors that bring it closer to success. Thus, far from evidencing supposed disorders, illnesses or deficits, the errors observed showed what she already mastered in relation to the spelling rules of BP. Keywords: Language, Writing, Medicalization, Education.