Os nomes das letras e a fonetização da escrita

 

Margarida Alves Martins (*)

Ana Cristina Silva (**)

 

 

RESUMO

A perspectiva psicogenética do desenvolvimento da linguagem escrita formulada por Ferreiro, parece apresentar algumas lacunas no que respeita ao modo como se processa a transição entre diferentes níveis conceptuais.

Procurámos, neste artigo, contribuir para a compreensão de como se processa a transição entre a hipótese silábica e o começo da fonetização da escrita em crianças de idade pré-escolar.

Partimos da hipótese de que os conhecimentos in-fantis relativos ao nome das letras interagem com a análise que crianças silábicas, que ainda não fonetizam a escrita, fazem dos segmentos orais das palavras permitindo-lhes chegar a uma produção escrita em que os sons do oral começam a ser representados por letras convencionais. O mesmo não se passa com crianças pré-silábicas.

Trabalhámos com uma amostra de 38 crianças, 23 silábicas e 15 pré-silábicas em idade pré-escolar, a quem pedimos que escrevessem um conjunto de palavras possuidoras de elementos fonológicos facilitadores em que o som inicial de cada uma delas coincide com o do nome de uma letra conhecida pela criança, assim como de um conjunto de palavras controlo.

Os resultados obtidos mostram que a introdução de palavras facilitadoras de uma análise das correspondências entre o oral e o escrito, conduz as crianças silábicas a fonetizar esse som inicial, o mesmo não se passando com crianças pré-silábicas.

Palavras-chave: Linguagem escrita, nome das letras, níveis conceptuais.

 

ABSTRACT

The psychogenetic perspective on written language development proposed by Ferreiro, seems to present some gaps concerning the processes inherent to the transistion between different conceptual levels.

In this article, we aim to contribute for the understanding of the processes underlying the transition between the syllabic hypothesis and the first steps on writing phonetization among kindergarten children.

We start from the hypothesis that childrens’ knowledge about the name of the letters interact with the analysis that syllabic children, who still do not phonetize the writing, make of the word oral segments, allowing them to achieve a written production where the oral sounds start to be represented by conventional letters. On the contrary, we expect that pre-syllabic children do not achieve this conceptual level.

Of the 38 children who participated, 23 were syllabic and 15 pre-syllabic. We asked them to write a set of words where the initial sound of each one of them coincides with the one of the name of a letter known by the child, as well as a set of control words.

Overall, findings suggest that, in contrast with pre-syllabic children, the introduction of facilitating words of an analysis of the correspondences between oral and writing, prompt the syllabic children to phonetize this initial sound.

Key words: Written language, letters' name, conceptual levels.

 

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(*) Instituto Superior de Psicologia Aplicada. Coordenadora da Unidade de Investigação em Psicologia Cognitiva do Desenvolvimento e da Educação.

(**) Instituto Superior de Psicologia Aplicada. Membro da UIPCDE.