Falar e escrever: relações entre variação linguística e alfabetização.

Abstract

This dissertation has as its main theme the relations between speech and writing in the face of the phenomenon of linguistic variation in literacy. In order to contribute to studies in the field of children's literacy, the research sought to discuss what literacy teachers from the municipal school system in the city of Salvador say on the subject. For the theoretical foundation, considerations about studies in the fields of literacy, linguistics and sociolinguistics are brought into debates with several authors such as Magda Soares, Arthur Gomes de Morais, Carlos Cagliari and others. The methodological contributions conceptualize this research as exploratory in nature and qualitative, having the interview with an investigation procedure used to collect the findings, with a script of semi-structured questions that were carried out in the virtual/online modality through digital platforms, such as possibility of study in times of pandemic. The analysis of the literacy teachers' reports allows us to infer different contextual and theoretical meanings that correspond to the questions raised in the problematizations in the research project. The data showed that the aspects related to the linguistic variety present in the literacy classes of these teachers show how much these variations are related to the children's learning process in terms of the orthographic relationship in speech and writing.