CEBOLA OU SEBOLA?: a evidência de múltiplos padrões no processo de escrita de grafemas concorrentes irregulares

Abstract

The orthographic standard of the Portuguese language is based on the alphabetic writing system, which consists of the correspondence between phonemes and graphemes. This correspondence is made up of multiple relationships, which can be direct regular, contextual regular and irregular (Lemle, [1994] 2009; Soares, 2018). Spelling is one of the facets of the language, which, linked to other components and learning processes, contributes to the student being literate, and knowing how to use writing in the most diverse social contexts. With regard to spelling in Brazilian educational documents, in the Base Nacional Comum Curricular – BNNC (Brazil, 2017, 2018), it is expected that the student reaches the end of basic education, 3ª Série do Ensino Médio, with the ability to do conscious use of spelling. However, studies indicate a lag in students' mastery of spelling throughout the school years and beyond (Germani, 2017; Nascimento; Henz, 2020; Teis-Adamante; Busse, 2022). Furthermore, orthograph irregularities are one of the biggest difficulties faced by students in the process of learning spelling (Sartori; Mendes; Costa, 2015; Marquardt; Busse, 2015; Souza 2019; Castro, 2022). In this context, the objective of this research is to investigate the influence of school year, the phoneme-grapheme relationship and the frequency of type and occurrence in the writing of irregular competing graphemes by students at a school in Belo Horizonte. The methodological framework of this thesis is based on a mixed qualitative-quantitative approach (Paiva, 2019), experimental field research (Lakatos; Marconi, 2003) and descriptive (Andrade, 2010). This research is guided by the Integration of Multiple Partners proposed by Treiman and Kessler (2014). The IMP considers spelling learning to be multiple and influenced by diverse knowledge (Treiman; Kessler, 2014; Treiman; Decker; Kessler, 2017; Treiman, 2020). The results indicate that grade level, the phoneme-grapheme relationship, type frequency, and token frequency may, in interaction, influence the spelling of irregular competing graphemes. Therefore, this research can guide the proposal of pedagogical interventions in the teaching of spelling that begin to consider the phoneme-grapheme relationship and the frequency in the teaching of words with irregular spelling.