Proposta did?tica com jogos digitais para o ensino dos grafemas <g> e <j> em contextos regulares diante de vogais n?o anteriores na perspectiva da alfabetiza??o e dos multiletramentos

• Autor(a) principal: Bastos, J?ssica Mendon?a
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/6505
• topic: Alfabetiza??o; letramento; ensino de ortografia; consci?ncia fonol?gica; Literacy; spelling teaching; phonological awareness; Letras

This study focuses on the teaching of spelling and the awakening of phonological awareness in the learning of writing, during the processes of literacy and literacy of the learners. The general objective is to develop a didactic proposed, based on the development of phonological awareness and the promotion of teaching spelling, to explore the use of graphemes <g> and <j>, in regular contexts, that is, in front of the vowel?s not previous, in the written production of students from the literacy classes. The specific objectives are: 1) identify the teaching and learning problems related to the use of graphemes <g> and <j> in third and fourth year classes of elementary school; 2) differentiate the regular contexts of the irregular contexts for the use the referred graphemes; 3) exercise knowledge co-built through games and other ludic activities. The present study is based on the theoretical of aplied linguistics on sociolinguistics interacionist, ratifying the promotion of literacy through pedagogical practices that help to students in the development of written competence and in the stimulus critical and reflective thinking. Thus, based on the teacher?s teaching experience researcher, suggests whether an intervention proposal to enable students to engage in activities aimed at developing linguistic awareness and allowing students to reflect on the language in a playful manner, in order to enable them to become aware of the phonemes and graphemes of their own and dominate, with autonomy and proficiency, the alphabetic writing system of the Portuguese language. This investigation followed a qualitative approach, through the observation of a widely discussed topic, making use of the exploratory analysis of the data obtained during the diagnosis and the application of the inductive method through the investigation of the existing theories and comparison of the items obtained for the elaboration of hypotheses, aiming at the transformation of a behavior pattern of a specific group (MEDEIROS, 2017). The diagnostic analysis used in this research was applied to two classes of elementary school in a municipal school in Rio de Janeiro, the first being a 3rd year class participating in the Carioquinha Project and the other a regular 4th year class. The answers found in the diagnostic activities revealed considerable ignorance of the relationships between the phonemes /?/ and /?/ and the graphemes <j> and <g> in the 3rd year class and in some 4th year students, compromising the reading skills and writing. Thus, the proposition of a didactic sequence that allows systematic teaching of spelling and prioritizes the development of phonological awareness based on playful and reflective activities during the literacy stage significantly mitigates the deviations produced, contributing to quality learning.