A escrita no ensino fundamental: os desafios inerentes ao ensino e a aprendizagem da ortografia.

Abstract

This work is the writing subject matter, particularly spelling. Data contained in the directory of Basic Education show that the percentage of pupils learning what is expected at each grade has declined in recent years. Regarding the Portuguese, less than 30% of the content expected to dominate this discipline. The overall objective of this research is to analyze the challenges that underlie the teaching and learning of spelling in the early years of elementary school. The specific objectives are: Identify the challenges of the teacher to work spelling in the classroom; investigate how the learning of spelling in elementary school; know the difficulties encountered by children in the correct spelling of words, and finally identify the achievements of students in the acquisition of written language through reflective practices. The methodological procedures adopted were: At first the realization of literature in printed materials and on the Internet. In addition to the literature, this study also held a participating type of research that is defined by the involvement of the researcher with the research subjects in an attempt to overcome problems, knowing probable solutions. As for the research locus, it was a state school in the city of Sousa- PB. The subjects were six students and a teacher of the 3rd grade of elementary school I. The survey was held between March 23 to April 20 of the year two thousand fifteen. The data collection was carried out through a semi-structured interview with a teacher and the analysis of written materials produced by six students. We opted for the qualitative approach. The study allowed us to understand that the teaching of spelling requires educational referrals are aware, adequate, chosen according to the intended purpose, otherwise the results will be ineffective. Through participatory research / activities with the students was found to learn spelling is possible. The study showed that the mediation is a determining factor for learning to be effected in the child. But not just choose well the methodology, it is the pedagogical exploitation by the teacher that gives learning. If mediation is made in any way nor learning is consolidated.