Análise dos “erros” ortográficos de natureza contextual e morfológico- gramatical na escrita de alunos do Ensino Fundamental I: uma proposta de ensino sistemática e reflexiva

Abstract

This research investigated the spelling “errors” in the writing of the students of the 3rd year of Elementary School, from the Municipal School Alípio Maciel de Oliveira located in the city of Sete Lagoas / MG. Specifically, its object of study was the spelling “errors” of a contextual nature resulting from the non-conventional representation of nasal vowels of the Portuguese language when represented by the letters –M and –N at the end of a syllable, followed by a consonant in the following syllable (for example, “canpo” for “campo” and “camto” for “canto”), and also the spelling “errors” of morphological-grammatical nature, in this case, the unconventional graphic representations of the third person verb inflections of the plural of the future of the present indicative (for example , “amaram” for “amarão”) and other third person verb inflections from the plural of other tenses of the indicative (for example, “amarão” for “amaram” and “amão” for “amam”). We started from the hypothesis that the realization of a dynamic, systematic and reflective work focused on learning the spelling of the Portuguese language, and guided by the constant contribution of the learner, can result in satisfactory results. Based on this hypothesis, the objective was to analyze the spelling “errors” of a contextual and morphological-grammatical nature in the writing of Elementary School students to elaborate and apply a systematic and reflective teaching proposal. To this end, we sought to anchor in linguistic studies oriented to the structure of the language and to the teaching of writing and spelling of the Portuguese language, for literacy and literacy, gamification and digital games, areas of research that help in the resolution of writing problems that we intended to investigate. For the development of this work, the methodologies adopted were action research and quantitative and qualitative analysis, which enabled the researcher to conduct the research towards reflection on the nature of these “errors” committed by the investigated students. From this analysis of the “errors” in the written texts (diagnostic phase), a proposal for teaching orthography was elaborated. After the application of the teaching proposal, its results were compared to those of the diagnostic phase, a procedure that allowed to verify the effectiveness of the proposal, since, after its application, the texts produced by the target audience of this research, no longer presented “errors” orthographic. It was concluded, then, that when theory and practice were combined, specific actions for teaching and learning Portuguese orthographic writing emerge and are effective within the investigated universe.