Nasais na gangorra : estratégias lúdicas para trabalhar desinências verbais de passado e de futuro

Abstract

The present work makes an analysis of the written production from the sixth graders of Elementary School "Dr. Antônio Garcia Filho", a public school in Umbaúba/ SE, focusing on the difficulties in writing the ending verb forms (desinências verbais) that indicate past and future in Portuguese. The writing data produced by the students showed they have difficulties in choosing the appropriate verbal form because they do not know which form indicates past and which form indicates future, since the ending verb forms are very similar phonetically, which places this research and intervention in the area of morphophonology. In order to solve these errors, a pedagogical product called "Nasal Seesaw" was developed that aims to create means for the distinction of writing these verbs in a playful way. To ensure the student’s adherence, the genre comics (HQ) was used. Regarding the morphological aspects, the research has as theoretical contribution: Camara Jr (2020), Bechara (2019) and Cunha e Cintra (2019). The studies of the phonetic/phonological issues were based on Cagliari (2002), Seara; Nunes; Lazzarotto-Volcão (2019) and Cristófaro-Silva (2021). Schneuwly and Dolz (2004) and Marcuschi (2008), who understand the textual genres as "megainstruments" that facilitate student’s learning were the theoretical support for the comics used in this work. From the proposed activities answered by the students, we infer that when students have the options during the writing process, generally they choose the right one, but they still have difficulties in the spelling of the ending verb forms. However, the data of the output test showed there was improvement in the students’ textual production, especially in the spelling of the future.