O ensino de ortografia nos anos finais de ensino fundamental e ensino médio

Abstract

This thesis deals with the teaching of spelling as part of a broader process of mastering the written language and it has the function of stabilizing the graphic form of words, to allow reading and standardize linguistic variation in the forms of writing. The objective is to reflect on the teaching of the regularities of the orthographic system in the final years of Elementary School (ES) and High School (HS). In this research, we seek to answer the following questions: i) What are the most recurrent spelling difficulties in written productions of students from final years of PE and MS, in the context of this research? ii) What do spelling errors indicate about the hypotheses that students test about how to spell words? iii) How to work with spelling from activities that guide students to reflect on the phoneme and grapheme relationship, considering the arbitrariness of the Portuguese writing system? From the generation of data, the spelling errors identified in texts of students from the 6th and 9th years of Elementary School and of the 3rd series of High School were classified according to their nature and frequency in the groups: 1. errors resulting from the asymmetries found between phonemes and graphemes and 2. errors with markedly phonological and / or phonetic motivation (MIRANDA, 2017). Based on this classification, the students' possible hypotheses when making these errors were analyzed and related to the orthographic contents that must be taught to overcome their orthographic difficulties. Finally, a set of activities is proposed for the teaching of regular orthographic rules for the representation of / s / and / z /, considering that its inappropriate use was the most frequent type among those found in the analyzed sample.The reflections carried out are based on studies on: (i) the functions of spelling (MASSINI-CAGLIARI; CAGLIARI, 2001; CAGLIARI, 2015); (ii) the relationships between the writing systems and the phonology of Portuguese (BISOL, 2001; FARACO, 2012; SEARA; NUNES; LAZZAROTTO-VOLCÃO, 2015; ROBERTO, 2016; MIRANDA, 2020); (iii) the graphic representations of phonological processes (BORTONI-RICARDO, 2004; BORTONIRICARDO; OLIVEIRA, 2013; FARACO, 2012; BUSSE, 2015; ROBERTO, 2016); (iv) the relationship between spelling and prosody (BISOL, 2001, 2004; TENANI, 2011a, 2011b, 2016, 2017); and (v) the teaching of orthographic rules (MORAIS, 1998, 2007; NÓBREGA, 2013; FARACO, 2012). This research is part of the area of Applied Linguistics (MOITA LOPES, 1996; OLIVEIRA, 2009; RODRIGUES; CERUTTIRIZATTI, 2011) and is defined as qualitative-interpretive (BORTONI-RICARDO, 2008; FLICK, 2009). The diagnosis of spelling errors allows the teacher to observe the knowledge that is in the construction phase and monitor the progress and difficulties of the students in the domain of the orthographic standard. The most frequent errors, among all categories, were the representation of the deaf alveolar fricative / s /. The activities proposed for teaching spelling aim to promote the development of phonological and morphological awareness of learners based on sequential activities that allow, in an inductive way, to reflect and build knowledge about the orthographic norm.