Conceptions about punctuation marks by elementary school students

Abstract

This paper discuss on the concept that elementary school students have on punctuation. This study is justified by the lack of studies that explore the theme. As a theoretical basis, we anchor on the contributions of Dialogic Discourse Analysis, choosing the concept of utterance as an analytical category. From the methodological perspective, we gave a question to be answered by students in a class of 3rd year in a public school. In our considerations, the vision that students have on the content in the first contact of literacy is intrinsically linked to what the teachers comment through diversified teaching activities.