O ensino das relações grafofonológicas como estratégia para reduzir erros ortográficos na educação de jovens e adultos

Abstract

Writing is socially valued, as it represents legitimized knowledge and enables access to cultural goods. Writing based on what guides the orthographic norm becomes a necessity for the individual to make an efficient use of the language and not be stigmatized by the domain of only one linguistic variant. In the various stages of teaching, difficulties are still detected in the spelling, indicating that the treatment to be dispensed needs to be reviewed. With studentes who present an irregular school trajectory, such as those of the Youth and Adult Educacion (EJA) modality, the difficulties are sometimes accentuated and this lag is the limiter that bothers them most. Based on the research of Soares (2017), Possenti (2001), Bortoni-Ricardo (2009), Bagno (2007), Gnerre (1998), Freire (1991, 2011), Cagliari (2002), Morais (2008, 2010), Lemle (2007), among others, this study aims to evaluate the effects of the teaching of grafophonological relations in the reduction of cases of deviations from the norm in the class of EJA modality level VI (8th/9th grade) of a school in the municipal public network of Eusebio. For this, the three most frequent mistakes motivated by orality in class, verified from previous research, were taken as the object of analysis: the deletion of the <r> in coda of verbs in the infinitive, the lateralization of [w] and the monotongation of verbs in the perfect tense of the indicative. It is an action research with qualitative and quantitative evaluation of the data interspersed by intervention activities. It was concluded that orthographic activities that relate the knowledge of the class to information on the structure and functioning of the language help reduce deviations from the norm.