O uso de letras maiúsculas na escrita de alunos do Ensino Fundamental II: proposta pedagógica de intervenção

Abstract

Research on learning of writing has, in the last twenty years, caused changes in the comprehension of how the act of writing is produced, which requires the involvement of two concurrent processes: the understanding of the written language system and knowledge about the operating language. In this process of teaching and learning writing, the spelling deserves to be highlighted, through a work that will motivate students to write, in order to understand the function of writing and spelling rule and which considers the relation between students and the writing. So, in our practice in the Tancredo Neves State School in Almenara - Minas Gerais, as research professors in class 9th Year A, we observed "errors" regarding the spelling. Based on a critical perspective, we identified the types of "mistakes", according to the criteria discussed by Cagliari, and selected the phenomenon object of the research, the misuse or lack of capital letters use, most recurrent "error" in the written productions analyzed. Therefore, it was necessary to carry an intervention work out so we could minimize or solve these "mistakes", guiding us, to this end, in the procedures of action research and the theoretical assumptions about the teaching of spelling, the rules of capital letters use and the graphic and functional aspects of the letters. By the didactic proposal developed there was a significant rate of capital letters proper use at the beginning of sentences, in noun or after final punctuation mark, totaling 11,780 cases (95%), while, on the other hand, there was limited number of misuse or lack of capital letters use, which amounted 602 cases (5%). We found, therefore, that the cases of "mistakes" were considerably minimized, showing the importance of conciliating the traditional and linguistic approaches on spelling, using a contextualized learning that articulated the rules of use of these letters. We expect, therefore, that this research can provide contributions to all who care to approach, in the classroom, spell-order issues, since it is of extreme necessity promoting analysis and reflections that may assist the work of teachers and for all others who are involved with the teaching and learning process.