Apropriação de sílabas complexas na alfabetização: um estudo comparativo entre o 1º e o 6º ano do ensino fundamental em uma escola pública

Abstract

This qualitative dissertation aimed to investigate whether the students who participated in the Invented Spelling Program, implemented in 2018, had consolidated their mastery of syllabic structures with the patterns CV [nasal], CVC, and CCV after five years. To this end, 13 of the 27 participants from the 2018 pedagogical intervention research were located, and in 2023, reading and writing assessments were conducted with them, in addition to semi-structured interviews. The theoretical framework of the study was organized around three main axes: the appropriation of the writing system, the development of writing, and the influence of syllabic structures in this process. The data collection instruments included a semi-structured interview aimed at understanding the students' school experiences between 2018 and 2023, and two writing diagnostic activities—one using the same words from the 2018 intervention, and another using words that included different syllabic structures. The analysis of the 2018 records revealed strategies such as omissions or substitutions of syllabic elements (onset or coda), position swaps, and simplification of complex structures. Regarding the research objectives, the students demonstrated, in 2023, mastery of the CV [nasal], CVC, and CCV structures. As an educational resource resulting from the study, a didactic guide was developed, titled “Pedagogical Mediation Guide for Developing the Appropriation of the Writing System in the 6th Grade,” aimed at 6th-grade teachers working with students in the process of literacy acquisition. The material presents the development of an intervention program with different text genres, offers suggestions for pedagogical mediation, and provides guidance on the appropriation of the writing system.