This dissertation is a reflection on the students' writing process and the deviations committed by them, especially the phonological relationships, as writing has a very relevant and transforming role in human life, it is related to the social environment, it is a gateway to various events throughout development and life stages. Its specific objectives are: i) To promote a reflection on the students' writing acquisition process, through the phonological acquisition process; ii) Identify the social factors that contribute to the writing of these students; iii) Present the main phonological deviations found in the writing of 6th grade students. Thus, it analyzes the possible spelling deviations that occur in the writing of students in the 6th year of elementary school, relating them to the phonological system and the language's graphemes. The corpus that will include the methodology to be developed consists of a diagnostic activity and other targeted activities (as a means of detecting and intervening in possible deviations found), to be applied at the Murinin State Elementary School. These proposed activities will be for students in the 6th year of elementary school, who study at this educational institution. The theoretical support brings sources such as Matzenauer and Miranda (2010); Hauy (2015); Abaurre (1992); Bagno (2008); Marcuschi (2010), among other important scholars, in addition to official documents from Brazil, concerning education. The conclusion of the reflections showed that it is possible to propose an alternative for improvement, we cannot have the illusion that we have the solution, so we have a new saying: I propose a reflection here. We can, then, say that we have moved from the contextual-teacher position to a new gesture: that of a reflective teacher, in an overcoming of the representation previously built in our relationship with the school and with the 6th grade classes, throughout my 23 years of work.
Keywords: Phonology. Deviations in writing. Lite
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