A relevância da ortografia no desenvolvimento das habilidades de leitura e escrita: reflexões sobre a prática pedagógica

• Autor(a) principal: Siani, Thaís Fonseca
• Data de Publicação: 2018
• Outros Autores: [e-mail]
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/16927
• topic: Teaching; Orthography; Explicit learning; Metalinguistic skills; Ensino; Ortografia; Aprendizagem explícita; Habilidades metalinguísticas; Língua portuguesa - Ortografia; Língua portuguesa – Estudo e ensino; Crianças - Escrita – Estudo e ensino; Metalinguagem; LINGUISTICA, LETRAS E ARTES::LETRAS

This dissertation proposes to discuss the development of orthographic knowledge from the perspective of explicit learning. The learning of orthography does not occur passively. As the learner struggles to understand the alphabetic system, he/she faces conceptual difficulties that lead him/her to recreate the system in order to understand it. The orthographic errors that we observed in our research reveal hypotheses elaborated by the children on the written language. Identifying the difficulties faced by the student, the teacher needs to develop pedagogical practices that contribute to overcoming orthographic errors. From this perspective, the general objective of this dissertation is to analyze the effect of pedagogical practices related to the teaching of orthography in the development of the apprehension of the orthographic system. As specific objectives we sought: (I) to identify and analyze the most recurrent orthographic problems in the students' written production; (II) to develop and carry out pedagogical practices from the perspective of explicit learning that try to overcome the errors analyzed; and (III) to observe the productivity of pedagogical practices geared towards working with orthography. The corpus of this work is composed of written productions of 5th grade elementary school students from a public school in the city of Rio de Janeiro. As theoretical contribution there are the studies of Artur Gomes de Morais (2000) on the teaching and learning of spelling, Lucia Lins Rego (1993) on metalinguistic consciousnesses, Ana Márcia Luna Monteiro (1997) on explicit learning, and Emília Ferreiro (2011) on the process of acquisition of written language. The research findings demonstrate that giving students opportunities to reflect on the functioning of the language, exposing their hypotheses and confronting them through the teacher's interventions, contributes to learning the norms of the mother language, improving the quality of writing and reading skills