Análise de erros ortográficos ortográficos em produções escritas de alunos do 6° ano do Ensino Fundamental de Escola Pública

Abstract

This research had the aim of analyzing written productions of 6th grade students from elementary school in a public school in the municipality of Bayeux – Pb, besides identifying the nature of the most recurrent deviations and classifying the deviations found in these productions. For this, we performed a textual production activity that constituted the corpus of the research. Twenty-seven written productions were collected, in which, after the analysis, it was possible to visualize the most recurrent orthographic deviations. These deviations were divided into eleven categories based on theories developed by Cagliari (2009), Morais (1999), Oliveira (2005) and Zorzi (1998). To substantiate the theoretical discussions about the acquisition of written language, of Reading and Literacy, were used the theories of Ferreiro and Teberosky (1999) and Soares (2004), respectively, while, in order to contextualize historically the Portuguese Spelling, the ideas of Cardeira (2006), Faraco (2012) and Brazil (1998). Errors were identified for the 11 categories elaborated, most of them focused on the interference of orality in writing. Taking into account the great incidence of orthographic deviations among elementary school students, it is understood that research of this nature can contribute to the identification of the most recurrent orthographic deviations and to encourage the Portuguese Language teacher to elaborate activities that minimize these problems.