Consciência metalinguística e estratégias de representação ortográfica por parte de alunos do ensino fundamental II

Abstract

This research, by correlating mainly metalinguistic awareness and orthographic representation, aimed to evaluate the conscious strategies used in orthographic writing by Secondary School students. To this end, we base the discussion on the theory called Multiple Pattern Integration (TREIMAN; KESSLER, 2014; TREIMAN, 2018) and on the conceptual notion of metalinguistic awareness (SOARES, 2018). From the methodological point of view, this is a study with a quali-quantitative approach whose data were generated from an open questionnaire answered by students from the 6th to the 9th grade of a private school in Belo Horizonte (Minas Gerais). Among the results, we identified and discussed different conscious strategies (categorized as external and internal) used bystudents to orthographically represent words about which they have doubts, that is, which are not completely stored in their mental lexicon. In addition, we found that, over the course of schooling, the tendency is for there to be an expansion of conscious strategies and that some of these (such as relying on words already known) should be discussed and encouraged in spelling learning, as they show the activation of spelling knowledge at the sublexical level, based on interconnected graphic and linguistic patterns.