Escrita ortográfica: uma proposta para o ensino da representação das formas verbais flexionadas terminadas em -U, -AM e -ÃO

Abstract

This research evaluated a systematic and reflexive teaching proposal of orthographic writing from Portuguese Language referring to the verb forms inflected in the 3rd person of singular in Past Perfect of Indicative mood whose ending verb is “-u”; in 3rd person of plural form from the future present of Indicative mood whose ending is “-ão”; and in 3rd person of plural of the another verb tenses of Indicative mood ending in “-am” from the students of 3rd grade of Elementary School, at “Escola Estadual Zoé Machado” in Jaíba Town, Minas Gerais. After the identification of the object, it was hypothesized that the students don’t know the morphosyntactic rules of orthographic Portuguese Language related to the inflected verbs ending in “-u, -ão and -am” and that the conscious and reflexive work of the teachers about them, systematically planned, help in rules comprehension of graphic representation and would contribute to the appropriation of orthographic writing. To answer which strategies of teaching and learning, help the students in orthographic rules comprehension of alphabetic writing system related to representation of verb forms inflected – ended in -u, -am and -ão, this way they can use them in their texts, aimed specifically 1) Dismount, through the dignostic text production, the orthographic “mistakes” from Portuguese Language, more frequently made in students’ writing. 2) Inquire the Linguistic proposal that help in the teaching and learning of alphabetic writing system and the orthographic writing. 3) Elaborate a teaching proposal of orthography based on research-action, with specific activities to thinking about those morphosyntactic regularities of orthography of Portuguese Language. 4) Evaluate the efficiency of proposal to the teaching of orthography of Portuguese Language and 5) Contribute to researching successful teaching experiences in systematic and reflexive orthographic teaching. The research was based on linguistic theories; from researchers considerations, such as Fiorin (2019), Moita Lopes (2015), Orlandi (2013), Adams et al (2006), Ferreiro and Teberosky (1985), Soares (2017), Martins and Marsiglia (2015), Oliveira (2005), Cagliary (2010), Faraco (2012), Morais (2007, 2010, 2012) and Zorzi (2003); and theories about gamification from the authors such as Bizzoto, Aroeira and Porto (2010), Smole, Diniz and Cândido (2007), Santos (2011), and Fuchs (2018). The method used was the research-action talking-part and the methodology quanti-qualitative and exploratory. It was used texts production to the data collection, by students in diagnostic phase and after the teaching proposal, besides the social cultural Quiz of the class, which analysis served to definition of action and the avaluation of teaching proposal. The teaching proposal comprehended the application of activities that envolved the orthography of the verbs endings in -u, -ão, - am, through the oral and writing observation, reflection, explicitness from students hypothesys about the working of orthographic rules of Portuguese Language related to the focused object, besides the game played. The orthographic “mistakes” collected in two steps of the research, were separated according to Morais (2010) as to selection of the study object as to analisys and comparison of results. The results of the research pointed to decreasing of the orthographic mistakes of verbs in 3rd person of singular of Past Perfect of Indicative mood, 3rd person of plural Future present of Indicative mood and 3rd person of plural of another verb tenses of Indicative mood. It was concluded that systematic teaching of rules for the use of the endings -u, -ão and -am, through the reflection and explicitness of the students’ hypothesys, contributed to the orthography learning of those inflected verbal forms.