Estratégias de ensino e aprendizagem de irregularidades ortográficas do português

Abstract

This research had as object of study the spelling errors resulting from the irregularities of the Portuguese spelling norm in the representation of the phoneme /s/, present in the writing of students of the 6th and 7th years of elementary school II. It arose from one of the following questions: what would be the most recurrent errors related to spelling irregularities in these students’ writing?; and what didactic-pedagogical strategies for teaching-learning spelling irregularities in Portuguese could compose a teaching proposal to support the spelling writing of elementary school II students? The hypotheses raised, respectively, were that the most recurrent difficulty in the students’ spelling writing, related to irregularities, concerns the phoneme /s/, and that a teaching-learning proposal based on didactic-pedagogical, systematic and reflective strategies to the teaching and learning of spelling irregularities in Portuguese can develop students’ writing, in its spelling aspect. The general objective of the research was to present a didactic-pedagogical proposal, in a systematic and reflective approach to the teaching and learning process, to alleviate the spelling errors arising from the spelling irregularity that was most evident in the diagnosis. In this case, violations of the orthographic representation of the phoneme /s/. For that, theoretical anchoring was sought in authors who defend the teaching of orthographic norms in a systematic and reflective perspective, and also in those who indicate the use of educational strategies based on gamification and digital games. The research presents a quantitative and qualitative methodology and its nature is diagnostic, interpretative and propositional. The results showed that, in the subcategory of irregularities, spelling errors arising from the multiple spelling representations of the phoneme /s/ were the most recurrent in the writing of the researched students. Based on this fact, a teaching-learning proposal was elaborated in a systematic and reflexive perspective, composed of written activities, gamification and digital games, which can be applied later and its effectiveness verified. Therefore, it is concluded that this research can contribute significantly to the teaching and learning of the orthographic norm in terms of the representation of the phoneme /s/.