Conhecimentos ortográficos de alunos do 5º ano do Ensino Fundamental I
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2019-01-29
Autores
Souza, Patrícia Regina de [UNESP]
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Universidade Estadual Paulista (Unesp)
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O presente estudo foi desenvolvido no Programa de Pós-Graduação em Educação da UNESP - Faculdade de Ciências e Tecnologia (FCT), vinculado à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem”. A escola, em geral, cobra dos alunos uma escrita padrão, mas não tem oportunizado situações de ensino que façam com que eles compreendam as regras ortográficas. Nessa perspectiva, é possível observar que os discentes têm demonstrado dificuldades para utilizar a norma ortográfica e isso tem se refletido em todos os níveis de ensino. A defasagem com relação à ortografia se deve, muitas vezes, às práticas escolares que têm feito com que suas dúvidas não sejam esclarecidas, já que a inserção de tarefas mecânicas no ensino não tem dado margem para que reflitam sobre o sistema ortográfico de modo a internalizarem as regras de forma consciente e explícita. Dessa maneira, para este estudo, estabelecemos as seguintes questões norteadoras: quais são os conhecimentos ortográficos demostrados por alunos do 5º ano do Ensino Fundamental I? Quais são os principais erros ortográficos presentes nos textos produzidos por alunos do quinto ano do Ensino Fundamental I? Qual a relação existente entre o nível de explicitação da ortografia e a qualidade das transgressões intencionais produzidas pelos alunos? Tivemos como objetivo principal investigar os conhecimentos ortográficos de alunos do 5º ano do ensino fundamental I, a partir da análise de seus erros ortográficos e com base na observação da relação existente entre o nível de explicitação de regras e a qualidade das transgressões intencionais. Para tanto, este estudo pautou-se na pesquisa quanti/qualitativa do tipo estudo de caso, a partir da utilização de vários instrumentos de coleta de dados, quais sejam: ditado de palavras reais e inventadas, tarefa de erro intencional, produções de textos e entrevista. De um modo geral, a análise dos dados revelou que o grupo de alunos com bom desempenho ortográfico tende a apresentar desempenhos satisfatórios nas atividades propostas, contudo ainda apresenta dificuldades na explicitação das regras ortográficas; por outro lado, os alunos com desempenhos inferiores em ortografia tendem a ter dificuldades em todas as tarefas que envolvem o conhecimento ortográfico. Sendo assim, destacamos a importância de um ensino sistemático, contextualizado, reflexivo e explícito da ortografia em que sejam levados em consideração os ritmos de aprendizagem dos alunos, a variação linguística e a natureza dos erros ortográficos, pois são fatores que podem interferir na aquisição do sistema ortográfico. Além disso, destacamos a importância de políticas públicas centradas nas necessidades formativas dos docentes, as quais atuem no sentido de suprir lacunas que foram deixadas na formação inicial, pois, sem um conhecimento profundo do sistema ortográfico, o professor não será capaz de ensinar ortografia de maneira reflexiva aos alunos.
This study was conducted in the Graduate Program in Education at UNESP’s FCT (School of Sciences and Technology) along the research thread “Educational Processes, Teaching, and Learning.” Despite demanding that students follow normative standards for educated writing, schools do not usually provide learning opportunities that can help them understand spelling rules. As a result, students — at all school levels — show great difficulty in applying spelling rules. This spelling shortcoming is oftentimes due to teaching practices that fail to solve students’ doubts about spelling; the use of tasks of a mechanical nature to teach spelling has not encouraged them to reflect on the spelling system in order to deliberately and explicitly internalize its rules. Hence, this study has elected the following guiding questions: What is the spelling knowledge of Grade 5 elementary school students? What are the major spelling mistakes found in texts produced by Grade 5 elementary school students? What is the relationship between the degree of spelling clarification in the classroom and the quality of students’ intentional transgressions? This study aimed specifically at investigating the spelling knowledge of Grade 5 elementary school students based on the analysis of their spelling mistakes and by observing the relationship between the degree of rule explanation and the quality of intentional transgressions. To this end, this study adopted a qualitative-quantitative case-study design with multiple data collection tools, namely dictation of existing and madeup words, intentional misspelling tasks, text production, and interviews. Overall, the data analysis indicates that despite performing above average in the proposed activities, students with good spelling ability cannot explain spelling rules satisfactorily. On the other hand, below-average performers in relation to spelling tend to underperform in all tasks that require spelling knowledge. Thus, it should be emphasized the importance of a systematic, contextualized, reflective, and explicit mode of teaching of spelling that takes into account the students’ learning pace, linguistic variation, and nature of spelling mistakes as these factors can negatively impact the internalization of the spelling system. Moreover, it should be noted that public policies that encourage teachers to fill existing gaps in their professional education are indispensable since teachers cannot teach spelling to their students in a reflective manner if they themselves do not know the spelling system in depth.
This study was conducted in the Graduate Program in Education at UNESP’s FCT (School of Sciences and Technology) along the research thread “Educational Processes, Teaching, and Learning.” Despite demanding that students follow normative standards for educated writing, schools do not usually provide learning opportunities that can help them understand spelling rules. As a result, students — at all school levels — show great difficulty in applying spelling rules. This spelling shortcoming is oftentimes due to teaching practices that fail to solve students’ doubts about spelling; the use of tasks of a mechanical nature to teach spelling has not encouraged them to reflect on the spelling system in order to deliberately and explicitly internalize its rules. Hence, this study has elected the following guiding questions: What is the spelling knowledge of Grade 5 elementary school students? What are the major spelling mistakes found in texts produced by Grade 5 elementary school students? What is the relationship between the degree of spelling clarification in the classroom and the quality of students’ intentional transgressions? This study aimed specifically at investigating the spelling knowledge of Grade 5 elementary school students based on the analysis of their spelling mistakes and by observing the relationship between the degree of rule explanation and the quality of intentional transgressions. To this end, this study adopted a qualitative-quantitative case-study design with multiple data collection tools, namely dictation of existing and madeup words, intentional misspelling tasks, text production, and interviews. Overall, the data analysis indicates that despite performing above average in the proposed activities, students with good spelling ability cannot explain spelling rules satisfactorily. On the other hand, below-average performers in relation to spelling tend to underperform in all tasks that require spelling knowledge. Thus, it should be emphasized the importance of a systematic, contextualized, reflective, and explicit mode of teaching of spelling that takes into account the students’ learning pace, linguistic variation, and nature of spelling mistakes as these factors can negatively impact the internalization of the spelling system. Moreover, it should be noted that public policies that encourage teachers to fill existing gaps in their professional education are indispensable since teachers cannot teach spelling to their students in a reflective manner if they themselves do not know the spelling system in depth.
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Ortografia, Portuguese language, Língua portuguesa, Ensino e aprendizagem, Redescrição representacional, Teaching and learning, Spelling, Representational redescription