Rasuras ligadas à segmentação de palavras na escrita infantil

Abstract

During the writing acquisition process, in order to write in accordance with the expected ortographic conventions, the child should realize that some blanks are responsible for limiting the comprehension of words from the morphological viewpoint. By doing that, the child may turn to the written material in some moments, leaving possible traces of doubts concerning segmentation, nominated in this work as erasures. Erasures - represented as blots, superimposed writing, insertions, among other traces - may be understood as sites of conflicts which materialize the writer's enunciative division among other probabilities deployed by the language (CAPRISTANO, 2013, 2014). Based on both Capristano's (2013, 2014) theoretical perspective for the erasure survey related to segmentation and Corrêa's work (2004 e 2013) about heterogeneity of writing, this research study aimed at presenting and describing possible factors which may influence the occurrence of erasures connected to segmentation, in text productions carried out by children of the first level of Elementary School, along four years , verifying trends (quantitative and qualitative) for the emergence of such erasures during children's writing acquisition. In order to reach that purpose, 1699 text productions were analysed, collected in 55 different writing activities. The analysis was supported by Ginzburg's Inditiary Method (1989) and it was observed that erasures are more recurrent in the first two considered years, tending to be reduced in the following years. Besides, results showed that, in general, the conflicts experimented by children about how to segment, originate from hiposegmented writing anchored in oral practices, focusing conventional writing, which is likely the fruit of children's literacy practice. Results also showed that, in the cases when the last gesture inditiated by the erasure did not match the conventions and resulted in hipersegmentation, the writer seemed to interpret the pretonic syllable of some words as a clitic, pointing out to a strong influence of literate practices, even when it traditionally occurs in what is called "errors". Thus, it was able to conclude that, along the writing acquisition, the child needs to define where to allocate blanks and deals with language (and writing) heterogeneity conflicts. In order to solve these conflicts, the child anchores in different oral practice influences, but in the erasure cases, mainly in literate practices influences.