Ortografia em uma sala do 6º ano do ensino fundamental – anos finais

Abstract

This research aims to investigate spelling deviations in the writing of 6th grade students of Primary Education, seeking to analyze the nature of the present deviations. Spelling is considered a social convention, and the analysis of orthographic deviations in this research will take into account the relationship between speech and writing, based on an approximation of spelling and phonological studies according to Cagliari (2010), Massini-Cagliari (2005), Miranda (2010), Morais (2007, 2010), and Oliveira (2005). To achieve the proposed objectives, qualitative and quantitative research was carried out, using two instruments to collect students9 written production: a picture dictation, involving the production of isolated words and sentences, and spontaneous text production. The chosen participants were students from the 6th grade of the final years of Primary Education, from a state school in Carmo do Paranaíba-MG. In the data analysis, the most frequent spelling deviations were related to phonetic transcription, which are cases where the student is unfamiliar with the conventional spelling and uses phonological resources to write the word. In the discussion of results, there was also a focus on identifying spelling deviations in the two data collection instruments: both in dictation and in text production, there were deviations motivated by phonological phenomena. The results of this research point to the importance of reflection in the process of teaching and learning spelling, distinguishing between what belongs to speech and what belongs to writing, and noting that phonological phenomena may be represented in student writing, which can lead to spelling deviations.