SPEAKING AND WRITING: relationships between linguistic variation and literacy
Literacy. Linguistic variation. Alphabetical writing.
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 up in debates with several authors such as Magda Soares, Arthur Gomes de Morais, Carlos Cagliari and others. The methodological contributions conceptualize this research as an exploratory nature and with a qualitative characteristic, having the interview as an investigation device used for data collection, with a semi-structured script of questions that was carried out in the virtual/online modality through digital platforms, as a 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 hypotheses raised in the problematizations, evidencing data on what are the challenges they face and what didactic strategies they use to develop the teaching of alphabetic writing, raising aspects about the evidence of linguistic variety in literacy classes and how much this influences the learning process, in terms of spelling in relation to the relationship between speech and writing.