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Daniela Mara Lima Oliveira Guimarãeshttp://lattes.cnpq.br/3932133977921090Luiz Francisco DiasAdriana Nascimento Bodolayhttp://lattes.cnpq.br/4921954369481739Jian Henrique Fernandes do Carmo2022-07-11T21:04:54Z2022-07-11T21:04:54Z2021-09-10http://hdl.handle.net/1843/43156Este estudo tem por objetivo aliar o ensino de ortografia às ferramentas digitais, com o intuito de envolver o aprendiz em práticas de ensino mais reflexivas. Acreditamos que as Tecnologias de Informação e Comunicação, as TICs, já deixaram de ser meramente opções no processo de ensino e aprendizagem e se tornaram uma realidade e necessidade na sala de aula (GUERRA; GOMES; RIBEIRO, 2020). Neste sentido, esta pesquisa pretende (re)pensar as práticas de ensino da ortografia atreladas aos novos contextos de aprendizagem que lançam mão da tecnologia. As discussões teóricas às quais recorremos estão presentes nas abordagens de Morais (1998, 2007), Kleiman (2000), Oliveira-Guimarães (2017), Barbeiro, Pereira (2007), Brasil (1998, 2017), Bortoni-Ricardo (2005, 2006) e Soares (2017). Argumentamos que a percepção da motivação do erro ortográfico e a autorreflexão com o apoio das TICs podem trazer benefícios ao ensino aprendizagem da escrita. A proposta desta dissertação é a revisão da literatura sobre o ensino da ortografia e a proposição de 4 sequências didáticas para trabalhar aspectos da ortografia com diferentes recursos tecnológicos, a serem trabalhos no Ensino Fundamental II. Esperamos que esta dissertação possa alcançar professores que desejem adotar em suas aulas um ensino reflexivo da língua, colocando o estudante como construtor do seu próprio saber em interação com recursos tecnológicos. Acreditamos que as sequências propostas não são fechadas e podem ser modificadas, questionadas e atualizadas para os diferentes contextos. Assim, almejamos que o docente encontre neste material alternativas para o trabalho com a ortografia, com diferentes estratégias para as diversas motivações do erro ortográfico e possa pensar e propor novos caminhos.The goal of this study is to combine the teaching of orthography with digital tools in order to engage learners in more reflective teaching practices. We believe that Information and Communication Technologies – ICTs – are no longer merely options in the teaching and learning process but have become both a reality and a necessity in classrooms (GUERRA; GOMES; RIBEIRO, 2020). Considering this, our research aims at (re)thinking orthography teaching practices in relation with new learning contexts that make use of technology. The theoretical discussions that support this study are present in the works of Morais (1988; 2007), Kleiman (2000), Oliveira Guimarães (2017), Barbeiro & Pereira (2007), Brasil (1998, 2017), Bortoni-Ricardo (2005, 2006), and Soares (2017). We argue that one’s awareness of the causes of orthographic errors and self-reflection with the assistance of ICTs can be beneficial to the teaching and learning of writing. The purpose of this dissertation is to present a literature review on the teaching of orthography and to propose four didactic sequences to work with certain aspects of orthography through different technological resources to be used in middle school. We hope that this dissertation reaches teachers who wish to adopt reflective language teaching practices in their classes, making students build their own knowledge through interaction with technological resources. We believe that the proposed sequences are not fixed, and can be modified, questioned and adapted for different contexts. Therefore, we expect that teachers will find in this material some alternatives for working with orthography through different strategies to address the various causes of orthographic errors, and thus become able to think and propose new approaches.porUniversidade Federal de Minas GeraisPrograma de Pós-Graduação em LetrasUFMGBrasilFALE - FACULDADE DE LETRASLíngua portuguesa – Ortografia e silabação – Estudo e ensinoTecnologia educacionalEnsino auxiliado por computadorOrtografiaTICsEnsino reflexivoEnsino fundamentalOrtografia reflexiva em ambientes digitais: propostas de ensinoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMGinstname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGORIGINALDissertação.pdfDissertação.pdfapplication/pdf3384855https://repositorio.ufmg.br/bitstream/1843/43156/1/Disserta%c3%a7%c3%a3o.pdfcd73bb475f18945de87539571e68bcfcMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-82118https://repositorio.ufmg.br/bitstream/1843/43156/2/license.txtcda590c95a0b51b4d15f60c9642ca272MD521843/431562022-07-11 18:04:55.018oai:repositorio.ufmg.br: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ório InstitucionalPUBhttps://repositorio.ufmg.br/oaiopendoar:2022-07-11T21:04:55Repositório Institucional da UFMG - Universidade Federal de Minas Gerais (UFMG)false
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