This work aims to observe how orality influences students' writing acquisition and how cases of hyposegmentation and hypersegmentation are included in this process; as well as problematizing the absence and excess of white space verified in the writing of students of the 6th year of elementary school at the Pedro Regalado Antônio de Sousa school in Porto de Moz-Pá, at the same time, reflecting on the role that the education professional, in the person of the teacher, especially of the mother tongue, has so that these deviations in the students' writing are extinguished, or at least diminished. The main objective is to investigate the causes of these cases and how they happen, for this, texts produced by the students will be the basis of this investigative process, from there I will propose intervention compatible with the difficulties encountered. To this end, an intense bibliographic research was carried out in order to find the hypotheses for this problem and to study ways in which it can be solved. The lack of knowledge on the part of education professionals regarding linguistic processes, especially those related to phonology and phonetics of the Portuguese language, as well as the influence of orality on writing are hypotheses raised to clarify the occurrence of such cases. Although the entire process of investigation regarding cases of hyposegmentation and hypersegmentation in the classroom took place after the period of the COVID-19 pandemic, all preventive precautions were adopted. Therefore, it is a fundamental prerogative that the Portuguese language teacher knows and knows the theory that covers his area of expertise. In order to achieve the objective of this work, a theoretical, documental and diagnostic approach will be used, through the collection of information using questionnaires with simple questions, directed to students, students' guardians and teachers of the class. In view of the results obtained, intervention activities will be proposed in order to minimize or even solve difficulties encountered in the students' writing. To this end, renowned and relevant writers in this field of study were taken as a theoretical assumption, such as: Silva (1994), Cagliari (2002), Capistrano (2007), Marcuschi (2008, 2010), among others. In addition to the research, activities were also carried out with students of the 6th grade of the Pedro Regalado Antônio de Sousa Municipal School of Elementary Education, in the municipality of Porto de Moz - Pará; to produce texts, which were analyzed during this work.