A influência da oralidade nas variações linguísticas estudadas na produção textual dos alunos do 1º ano do ensino médio no Centro de Ensino Frei Godofredo Bauerdick

Abstract

This study investigates the influence of orality on the linguistic variations present in the textual production of 30 first-year students from class “A” of the morning shift at Centro de Ensino Frei Godofredo Bauerdick, located in Lago da Pedra, Maranhão, Brazil. The research focuses on the approximation between speech and writing, aiming to understand how regional linguistic phenomena—such as the deletion of the final /r/, diphthongization, and monophthongization—manifest in students’ school writing. Accordingly, the central research question guiding this work is: How can linguistic variations influence the writing of first-year high school students at C. E. Frei Godofredo Bauerdick? To address this question, cognitive and psychological factors that affect the transition from orality to writing were discussed, highlighting the need to develop metalinguistic awareness and reading habits for the enhancement of writing competence. A quantitative and qualitative analysis of the linguistic variations found in students’ textual productions in the chronicle genre was conducted, with emphasis on the deletion of the final /r/, followed by diphthongization and monophthongization. These variations were understood as reflections of regional linguistic practices, rather than as deviations from the standard norm. It was found that orality can both interfere with writing and enrich students' linguistic repertoire when approached critically and in context. The study reinforces the importance of pedagogical practices that value linguistic diversity in the teaching of Portuguese. The main authors referenced include: Bagno (2007), Marcuschi (2001) in chapter 2; Fiorin (2003), Bagno (2007), Bezerra & Rocha (2006) in chapter 3; Travaglia (2002) in chapter 4; William Labov (2008 [1972]) in chapter 5.1; Lima (2015), Soares (2017) in chapter 5.2; Bagno (2007), Marcuschi (2001) in chapter 5.4; Marconi & Lakatos (2003) in chapter 6; Bogdan & Biklen (1994) in chapters 6 and 7; Bezerra & Rocha (2006), Marroquim (1996), Travaglia (2002) in chapters 7, 7.1, and 7.2; and the Base Nacional Comum Curricular – BNCC (2018) in chapter 8.