Processo de escrita: estudo das dificuldades linguísticas na escrita de alunos do 9.º ano do Ensino Fundamenta

Abstract

Working with writing skills in basic education has been one of the great challenges faced by Portuguese language teachers today. The improvement of writing skills, including the use of the standard norm, is one of the important objectives of native language teaching in Basic Education, since this linguistic knowledge is always demanded in several social instances. In view of that and taking into account the recurrent linguistic difficulties and limitations presented by our students in Elementary School, we proposed to develop a research whose general objective was to diagnose the recurrent linguistic difficulties in writing of 9th grade students at Escola Estadual Professora Dilma Quadros, to analyze and categorize these difficulties and to develop a pedagogical intervention proposal that could help us work with the Portuguese Language in the classroom in order to solve the writing difficulties identified in the written texts by our students. ii) To identify, through diagnostic instruments, the most recurrent linguistic difficulties in writing in the texts of 9th grade students. iii) To analyze and categorize the difficulties diagnosed, according to the chosen theoretical reference. iv) To develop a set of activities - a pedagogical notebook - to be disseminated and that can contribute, in a practical and effective way, to the work of other Portuguese Language teachers to improve linguistic writing skills in the texts of 9th grade students. Thus, based on linguistic theories, our intention was to answer the following questions: i) What are, in fact, the linguistic difficulties in writing presented by 9th grade students of the Escola Estadual Professora Dilma Quadros? ii) What methodological strategies can be used to solve the linguistic difficulties in writing presented by these students? Thus, the hypothesis we raised were: i) 9th grade students at Escola Estadual Professora Dilma Quadros present linguistic difficulties in writing texts of different categories. ii) Diversified methodological strategies, based on the Variation Theory approach to the development of linguistic skills for writing, may contribute to solve the difficulties presented by the students. The authors who gave theoretical support to our research are Lemle (1982), Morais ([1995]2002), Zorzi (1998) and Cagliari (2010), among others. Methodologically, this is diagnostic-propositional research of a qualitative and ethnographic nature. The diagnostic phase of the research allowed usto verify that students present linguistic difficulties of different categories. The analysis revealed the occurrence of 543 cases of spelling errors in the thirteen (13) texts analyzed. The data categorization showed that, among the categories proposed by Cagliari (2010), the ones with the highest number of occurrences were: graphic accents, with 119 cases (22%), phonetic transcription, with 93 cases (17.3%), modification of the segmental structure of words, with 90 cases (16.5%), and improper use of letters, with 72 cases (9%). Regarding the eleventh category "hits", the students showed that they already have some skills formed, both from the conceptual point of view (genre and content) and from the formal point of view (linguistic knowledge). Given the diversity and the number of occurrences of linguistic difficulties, it was proven that it is necessary to build an intervention proposal with activities that make it possible to solve the linguistic difficulties diagnosed.