Refletindo sobre ‘erros’ em sala de aula: ativação da consciência metalinguística em aprendizes de português como língua estrangeira (ple) na correção de duas produções escritas infantis

This study aims to find out what metalinguistic knowledge Portuguese as a foreign language (PFL) learners in the degree course Comunicazione Interlinguistica Applicata at the Università degli Studi di Trieste (Italy) activate when asked to perform reading and error correction tasks, rewriting the texts in class and then commenting on the corrections at home. The majority of these learners are Italian-speaking and are at the beginning (level A2) and intermediate (levels B1/B2) stages of training, as defined by the Common European Framework of Reference for Languages (CEFR, LinguaDue I, 2020). To carry out these activities, which resulted in a small corpus, we presented two short stories written by students from literacy classes in private schools in the city of Recife, as published in Silva, Morais and Melo (2005, p. 15). The children’s productions mainly show problems with spelling (difficulties with phoneme/grapheme relations and word segmentation) and textual organization (lack of punctuation, repetition, and the prevalence of oral connectives). During Task 1, the reading aloud phase of the children’s productions generated two different results: one positive and they knew how certain graphemes should be pronounced in certain contexts, but this made it difficult to retrieve some misspelled and/or accented words.An illustrative example of which is cócegas / ́kɔ.se.ga/ (tickle) written cosica /ko.’zi.ka/ by one of the children. The article also seeks to analyse the advantages and disadvantages of using authentic productions by literacy learners to activate the metalinguistic awareness of PFL learners in the task of correcting and analysing errors. one negative. On the positive side, the students were able to retrieve words such as um dia (udia) or prendeu (predeu); on the negative side, the students showed that