Escrita ortográfica: proposta de intervenção para o Ensino Fundamental II

Abstract

The Portuguese language orthography is an aspect that aims the written standardization because it facilates the reading and improves the communication among users. So, we support the idea that the user must take for himself as a standard this conventionalized written model which is considered by our society the most prestigious one. Thus, it is the school´s role to propose to the students some situations that bring them closer to the portuguse language orthography. Written errors are common in the early years of schooling. Besides that, we have noticed as a native language (Portuguese) teacher that these errors goes beyond the early years of elementary school. Theorists such as Ferreiro and Teberosky (1999), Russo (2012), Morais (2003, 2006, 2007), Bagno (2007), Rego and Buarque (2003), Guimarães and Roazzi (2003), Brasil (1997, 1998) Cagliari (2009a) provided theoretical support to sustain our research, they allowed a relevant discussion to the subject. Before this, we have turned our attention for these orthographics errors by seeking to understand which are the highest incidence of errors, main causes, which criteria we have to use in order to identify them and what we can do for our students to overcome or minimize this written problems. For this purpose, we have identified the main orthography errors made by 7th grade students from elementary school, in the public state educational system, Currais Novos, state of Rio Grande do Norte. We used a methodology that added quantitative aspects in which it shows us many errors made by students that was obtained through spontaneous texts based on analysis model from theoreticals such as Morais (2006), Cagliari (2009b), Zorzi (1998) and Oliveira (2005). The qualitative aspects refer to analysis and data discussion as well as the teaching-learning proposals clarified in the intervention activities developed during the research-action. The analysis results have shown a great incidence of errors connected to the mark of orality in writing. Interventions have been effective because the students could achieve the expected results. We have noticed that the orthography teaching might bring important contributions when it is worked in a reflexive and interactive way. We hope our work contributes to the orthography written by helping students and Portuguese language teachers.