A influência da modalidade oral em textos escritos: um olhar sociolinguístico nas produções de alunos do ensino fundamental em escola pública de Maceió

Abstract

The oral language has been evidenced in the written productions of the students, through variations and deviations from the standard taught in Portuguese Language classes. These changes usually come from the relationship and dynamics between language - spoken and written - and social practices. Therefore, this research aimed to analyze the assumptions of sociolinguistics in what concerns the existence or not of phenomena that were configured as own oral performances in written texts of elementary school students in a state public school in the city of Maceió. Based on this consideration, we sought to understand the conceptions of writing and its objectives in school, we verified the influence of orality in the standard language, established the relation between deviations and linguistic variation and its permanence over several school years of the students and this way could contribute to the demystification of a homogeneous language teaching by considering the understanding of the possible variations applied in each production context, collaborating for a consistent study, through the maturation of the students linguistic skills, through different experiences in school. The theoretical basis of this work is centered on the studies about the oral language and written language of Marcuschi (2010), the conceptions of errors pointed out by Bortoni-Ricardo (2005), which will serve as support for this research and the linguistic variations addressed by Gorski and Coelho (2009). The methodology applied for the development of this study starts from an investigation through laboratory experiences of written productions of the textual genre letter of request, in which the research collaborators are students of the 6th and 9th years, of both sexes, all students from the same school and residents of the municipality of Maceió. The result of the research indicated that the students of the 6th grade of the primary school of the studied school present a greater number of errors in the texts produced by female students, whereas there was a reversal in relation to the students of the 9th year of elementary school, in which the male collaborators have more occurrences. There is evidence that there is a greater awareness in the choice of the appropriate language to the communicative context on the part of the students of the 9th grade, because there are fewer own records of orality in their productions. There is, therefore, confirmation that the practices experienced in the field school have contributed to a reflection about the use of the language by the students.