Ensino e aprendizagem da ortografia nos anos iniciais do ensino fundamental.

Abstract

This research had as object of study teaching and learning of orthography in Early Years of Elementary School. The goals that guided the research were to analyze the teaching of orthography in the early years of primary education; reflect on the orthographic student performance; investigate the theoretical domain of teachers about the orthography and also to know the teaching practices of orthography in Early Years of Elementary School. The methodology had an exploratory character. We conducted a preliminary theoretical study regarding the research object, which aimed to assess the existing theories and concepts that can be applied to the problematic studying. The last stage of this research consisted of a participatory research, which was characterized by the involvement of the researcher and the researched, both identify problems, seek to know what is already known about the problem, discuss possible solutions and depart to the action followed by an assessment of the results. The participants were six students and a teacher. Had as research locus a Public Elementary School, situated in Sousa-PB. The research allowed us to conclude that Early Years’ teachers of Elementary School, in general, still do not have an efficient theoretical basis for working pedagogically with the teaching of orthography. Regarding the students’ orthographic performance, it was revealed that all of them had great difficulty with the correct writing of this word because the teaching of orthography had large gaps. Therefore studies on the subject, it was possible to understand that the process of systematization and storage of cultural norms demand expertise, knowledge and professional skills, since we need a theoretical framework to work consistently each specific case.