Produção escrita e ortografia : uma proposta de atividade para o 7º ano do ensino fundamental

Abstract

The present work reflects on the teaching of orthography in the axis of linguistic analysis with the objective of developing a proposal of work with an orthography through a didactic sequence with the gender personal letter, as a way to improve written production and the relation between teaching of text and teaching of linguistic analysis in the final years of Elementary School of a Municipal Public School in the municipality of Iguaracy – PE. The theoretical support that underlies our study dialogues with the implications on the teaching of written textual production present in the works of Celso and Carvalho (2015), Coelho and Palomanes (2016) and Guedes (2009); as to the approaches on the teaching of orthography in Brazilian Portughese, we seek references in Nórega (2013) and Henriques (2015); in what concerns the aspects of Portughese language teaching we seek to base the studies of Marcuschi (2008), Geraldi (2006) and the Portughese Language NCP. It is a quantitative-qualitative research (PRODANOV, 2013) of the sesearch-action type, in which two corpus of analysis can be constituted: an expaned Corpus of 22 texts for quantitative analysis; and a Corpus restricted to a sample of 10 initial productions and 10 final productions for qualitative analysis, which made it possible to analyze the composition of the gender and types of orthographic wrongs proposed by Nobrega (2013). This made possible not onlu a general identification of the nature os spelling mistakes, but also a detailed breakdown with the identification of specific topics for each category found in student productions. Comparing the initial and final productions, it was possible to identify that the textual productions of the subjects collaborating in the research presented a greater recurrence of wrongs in the general categories (Graphical accentuation an speech interference) which indicates the great influence of the speech in the writing as well as the ignorance of tonic syllables in words. It was possible to detect a significant improvement of the orthography wrongs detected in the final production, when compared to the initial production. These results support the methodology developed.