Ensino e aprendizagem da ortografia nos anos iniciais do ensino fundamental: desafios, dificuldades e propostas de intervenção
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Data
2022-12-06
Autores
Souza, Patrícia Regina de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa de Doutorado foi desenvolvida no interior da linha de pesquisa “Processos formativos, Ensino e Aprendizagem”, do Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (UNESP), Faculdade de Ciências e Tecnologia, campus de Presidente Prudente. Centrou-se na temática do ensino e da aprendizagem da ortografia nos anos iniciais do Ensino Fundamental I, cujo objetivo foi o de identificar quais são as dificuldades e os desafios dos docentes para ensinar a ortografia nos anos iniciais e quais são os principais erros ortográficos produzidos pelos alunos, de modo a elaborar uma proposta interventiva de formação construtivo-colaborativa docente que propicie a reflexão sobre os usos linguísticos e contribua com o ensino e a aprendizagem da norma padrão de escrita nos anos iniciais do Ensino Fundamental I (1º ao 5º ano). Para tanto, ancoramo-nos na pesquisa quali/quantitativa social crítica interventiva construtivo-colaborativa, baseando-nos em autores que concebem seus estudos orientados pela psicologia cognitiva e a metacognição, bem como por teorias da sociolinguística, estudos críticos do letramento e aquelas voltadas à análise e compreensão do campo da formação docente. Os instrumentos de coleta de dados utilizados foram questionários com professores e alunos, percurso formativo realizado com docentes, além de análise de produções de textos de alunos de terceiro e quarto ano de uma escola pública do distrito de Montalvão (Presidente Prudente - SP), tais dados foram analisados à luz da classificação das alterações ortográficas propostas por Morais (2018) e com base no referencial teórico da pesquisa. Nesse sentido, nossos resultados demonstraram que: os temas do ensino e da aprendizagem da ortografia e da variação linguística nos anos iniciais ainda causam insegurança para as docentes, todavia, mesmo em meio aos desafios e às dificuldades, conseguem lançar mão de práticas contextualizadas e significativas de ensino da ortografia; com relação às alterações ortográficas as quais encontramos nas produções dos alunos, percebemos que 88% dos casos concentram-se em regularidades ortográficas, ou seja, 43% de regularidades contextuais, 25% de regularidades morfológico-gramaticais e 10% de regularidades diretas, o que demonstra a dificuldade dos aluno com tal conteúdo curricular, principalmente considerando o contexto de ensino remoto no qual os dados foram coletados; os alunos de terceiro e quarto ano já são capazes de refletir sobre suas dificuldades ortográficas e suas causas, além de entender o que significa ortografia para além de seu significado dicionarizado, compreendendo o seu significado e a sua importância no contexto social; todas as professoras consideraram o percurso formativo como uma via importante para a formação docente, o qual contribuiu sobremaneira com a reflexão (e a modificação de práticas) em relação à concepção sobre o modo de se ensinar e se aprender ortografia. Diante disso, os contributos da Tese apontam para a necessidade de pesquisas que contemplem a participação daqueles que ensinam (os professores) e daqueles que aprendem (os alunos), pois dar voz a esses sujeitos nos faz compreender mais de perto sobre a complexidade do contexto de ensino e aprendizagem e possibilita a mudança na sala de aula, tendo em vista que são levadas em consideração as questões que emergem do chão da escola e as necessidades formativas dos docentes, de modo que a via da pesquisa colaborativa potencializa as transformações que se fazem necessárias e evidencia as práticas exitosas que vêm sendo realizadas pelos professores que lecionam na educação básica.
This Doctoral research was developed within the research line “Formative Processes, Teaching and Learning”, of the Post- Graduation in Education Program of the Universidade Estadual Paulista (UNESP), Faculty of Science and Technology, Presidente Prudente campus. It focused on the theme of teaching and learning spelling in the early years of Elementary School I, whose objective was to identify the difficulties and challenges of teachers to teach spelling in the early years and which are the main spelling errors produced. by the students, in order to develop an interventional proposal for constructive-collaborative teacher training that encourages reflection on linguistic uses and contributes to the teaching and learning of the standard writing standard in the early years of Elementary School I (1st to 5th year). For this purpose, To this end, we are anchored in qualitative/quantitative social critical interventional constructive-collaborative research, based on authors who conceive their studies guided by cognitive psychology and metacognition, as well as by theories of sociolinguistics, critical studies of literacy and those focused on analysis and understanding of the field of teacher education. The data collection instruments used were questionnaires with teachers and students, training course carried out with teachers, as well as analysis of text productions by third and fourth year students from a public school in the district of Montalvão (Presidente Prudente - SP), These data were analyzed in light of the classification of orthographic changes proposed by Morais (2018) and based on the theoretical framework of the research. Seen in these therms, our results showed that: the themes of teaching and learning spelling and linguistic variation in the early years still cause insecurity for teachers, however, even in the midst of challenges and difficulties, they manage to make use of contextualized and meaningful practices in Ortography teaching; Regarding the spelling changes that we found in the students' productions, we noticed that 88% of the cases are concentrated in orthographic regularities, that is, 43% of contextual regularities, 25% of morphological-grammatical regularities and 10% of direct regularities, the which demonstrates the students' difficulty with such curricular content, especially considering the remote teaching context in which the data were collected; third and fourth year students are already able to reflect on their spelling difficulties and their causes, in addition to understanding what spelling means beyond its dictionary meaning, understanding its meaning and its importance in the social context; all the teachers considered the formative path as an important path for teacher training, which contributed greatly to the reflection (and the modification of practices) in relation to the conception of the way of teaching and learning orthography. In view of this, the contributions of the Thesis point to the need for research that contemplates the participation of those who teach (the teachers) and those who learn (the students), because giving voice to these subjects makes us understand more closely about the complexity of the context. of teaching and learning and enables change in the classroom, given that the issues that emerge from the school floor and the training needs of teachers are taken into account, so that the collaborative research path enhances the transformations that take place necessary and evidences the successful practices that have been carried out by teachers who teach in basic education.
This Doctoral research was developed within the research line “Formative Processes, Teaching and Learning”, of the Post- Graduation in Education Program of the Universidade Estadual Paulista (UNESP), Faculty of Science and Technology, Presidente Prudente campus. It focused on the theme of teaching and learning spelling in the early years of Elementary School I, whose objective was to identify the difficulties and challenges of teachers to teach spelling in the early years and which are the main spelling errors produced. by the students, in order to develop an interventional proposal for constructive-collaborative teacher training that encourages reflection on linguistic uses and contributes to the teaching and learning of the standard writing standard in the early years of Elementary School I (1st to 5th year). For this purpose, To this end, we are anchored in qualitative/quantitative social critical interventional constructive-collaborative research, based on authors who conceive their studies guided by cognitive psychology and metacognition, as well as by theories of sociolinguistics, critical studies of literacy and those focused on analysis and understanding of the field of teacher education. The data collection instruments used were questionnaires with teachers and students, training course carried out with teachers, as well as analysis of text productions by third and fourth year students from a public school in the district of Montalvão (Presidente Prudente - SP), These data were analyzed in light of the classification of orthographic changes proposed by Morais (2018) and based on the theoretical framework of the research. Seen in these therms, our results showed that: the themes of teaching and learning spelling and linguistic variation in the early years still cause insecurity for teachers, however, even in the midst of challenges and difficulties, they manage to make use of contextualized and meaningful practices in Ortography teaching; Regarding the spelling changes that we found in the students' productions, we noticed that 88% of the cases are concentrated in orthographic regularities, that is, 43% of contextual regularities, 25% of morphological-grammatical regularities and 10% of direct regularities, the which demonstrates the students' difficulty with such curricular content, especially considering the remote teaching context in which the data were collected; third and fourth year students are already able to reflect on their spelling difficulties and their causes, in addition to understanding what spelling means beyond its dictionary meaning, understanding its meaning and its importance in the social context; all the teachers considered the formative path as an important path for teacher training, which contributed greatly to the reflection (and the modification of practices) in relation to the conception of the way of teaching and learning orthography. In view of this, the contributions of the Thesis point to the need for research that contemplates the participation of those who teach (the teachers) and those who learn (the students), because giving voice to these subjects makes us understand more closely about the complexity of the context. of teaching and learning and enables change in the classroom, given that the issues that emerge from the school floor and the training needs of teachers are taken into account, so that the collaborative research path enhances the transformations that take place necessary and evidences the successful practices that have been carried out by teachers who teach in basic education.
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Palavras-chave
Formação docente, Intervenção construtivo-colaborativa, Ensino e aprendizagem de ortografia, Variação linguística, Teacher’s training course, Constructive-collaborative intervention, Ortography teaching and learning, Linguistic variation