Desvios ortográficos na escrita de alunos do Ensino Fundamental: ensino e reflexões

Abstract

Schools must work with the standard language so that students appropriate priviledged writing and speech abilities as a means for social ascention without deprecating the language variety they use; so “errors” should not be considered as defficiencies or incapacity for learning but analysed as attempts to accuracy when they elaborate hypotheses to establish relations between speech and writing, and the influence of student´s speech on his writing is detected. Such a thought oriented the elaboration of a taxonomy based upon Cagliari´s theory about “errors” recurrent in the students´ writing productions which aimed at understanding students better, in case such “errors” be committed due to the idea that they ignore the basic writing conventions of the Portuguese language. Therefore the main objective of this work is to contribute the writing teaching and learning, specifically of the ortografic norms to Primary Course students, using specific strategies and subsidies whose specific objectives are: a) present an accurate diagnosis of the most recurrent errors in the writing production of students´ participating in this research; b) study and develop theoretical argumentation which enable the understanding of the research data; c) investigate the research-action methodology and scaffolding; d) elaborate a didactic-pedagogic proposal of intervention; e) analyse and present reflections emerging from the results achieved. To accomplish such goals the sudy followed the procedures of the research-action and was supported by the sacaffolding strategy, stimulating students to think dialogically and interactively about their writing “errors” through a pedagogic proposal developed with the help of three activities: I – ‘Reflexive Moment’; II – ‘Simple, clear and fast messages’; and III – ‘Gentleness costs little and it is worth gold’. Data analysis revealed a significant reduction, in students´ “errors” in that the two phases of diagnosis and intervention are compared, which indicated that the pedagogic proposal with the use of scaffolding strategies allowed for interaction between students and the teacher during the construction of knowledge and the appropriation of the ortografic rules by the students.