Ortografia e ensino: problemas de escrita e proposta de atividades para alunos do ensino fundamental anos finais

Abstract

Given the persistent literacy challenges and the high illiteracy rates in Brazil, it is crucial to develop strategies that strengthen this process for students in the upper years of elementary education. This will enable them to progress with essential writing skills and language mastery across different social contexts. Thus, this dissertation aims to investigate the alphabetic and orthographic writing skills of 6th-grade class 2 students in the final years of elementary education at Escola Estadual Monsenhor Gustavo, located in Montes Claros, Minas Gerais. The data were collected through diagnostic writing activities and later through instructional activities designed to support students’ progression toward orthographic writing. To achieve this, the research was divided into two stages: a diagnostic stage, which involved activities to assess students' writing levels through silent dictation and spontaneous writing, and the development of the pedagogical teaching proposal, focused on teaching the spelling of the phoneme /s/ according to the students’ age group. This study is grounded in research on Phonetics and Phonology and Educational Sociolinguistics. Additionally, official documents regulating Basic Education and outlining the development of specific skills and competencies for both early (literacy) and upper elementary years were analyzed, including the Base Nacional Comum Curricular (BNCC) and the Currículo Referência de Minas Gerais. Beyond identifying students’ spelling difficulties, the data analysis allowed for classifying their literacy levels, which facilitated the development of the pedagogical teaching proposal titled “Orthography: Understanding, Learning, and Practicing the Spelling of the Phoneme /s/ in the Upper Elementary Years.” The results showed a significant improvement in students’ ability to represent the phoneme /s/ compared to the diagnostic stage. One of the key factors contributing to their success was the integration of technology and playful learning strategies, making the process more engaging and interactive. In summary, the findings of this dissertation contribute to the understanding of orthographic challenges related to the graphic representations of the phoneme /s/, as well as other phonological processes arising from the irregular relationships between phonemes and graphemes. Moreover, it suggests strategies to enhance writing instruction by fostering greater comprehension and autonomy among learners regarding Portuguese orthography.