O ensino sistemático e reflexivo da ortografia: regularidades morfossintáticas

Abstract

This research had as object of study the orthographic ‗errors‘ resulting from morphosyntactic regularities in the writing of Elementary School II students of Coronel Francisco Ribeiro State School, in the city of Coração de Jesus, Minas Gerais. From the research question "Can orthographic writing be improved of a sample of the Elementary School 6th. grade students through a systematic and reflexive teaching of the morphosyntactic rules of the Portuguese language?", it was hypothesized that 1) such orthographic ‗errors‘ are justified by the students' lack of knowledge about the regularities and irregularities of the Portuguese language orthography and the unsystematic forms teachers have taught them, and 2) a systematic and reflective work with writing activities may contribute considerably to minimize or even improve orthography due to the lack of knowledge of these rules. In order to answer the research question and validate or refute the hypotheses, the objective was to evaluate the contributions of a systematic and reflexive teaching of the morphosyntactic regularities of the Portuguese orthography through teaching intervention. For this intervention, learning based on digital games and the gamification of contents were also considered. Therefore, theoretical and methodological knowledge about the teaching of Portuguese orthography and other additional knowledge were sought. This research was developed from the presuppositions of the action research with a planned intervention. The nature of this research was quantitative-qualitative and the ethnographic research was used to collect the student's reality data. The linguistic data were obtained through the application of a diagnostic and a post-intervention activity. The orthographic ‗errors‘ identified were categorized and subcategorized according to Morais‘ criteria (2000). We evaluated the frequency that these ‗errors‘ occurred in the students' textual productions, both in the diagnostic phase and in the postintervention phase. In general, the results obtained from the comparison of the two phases evidenced the reduction of the orthographic ‗errors‘ of morphosyntactic nature in the written texts of the students. Thus, it was concluded that this research contributed in an efficient and significant way in the teaching and learning processes of the Portuguese orthography, particularly with regard to morphosyntactic regularities.