Ortografia reflexiva em ambientes digitais: propostas de ensino

• Ano de defesa: 2021
• Autor(a) principal: Jian Henrique Fernandes do Carmo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Letras; UFMG
• Palavras-chave em Português: Ortografia; TICs; Ensino reflexivo; Ensino fundamental; Língua portuguesa – Ortografia e silabação – Estudo e ensino; Tecnologia educacional; Ensino auxiliado por computador
• Link de acesso: http://hdl.handle.net/1843/43156

The goal of this study is to combine the teaching of orthography with digital tools in order to engage learners in more reflective teaching practices. We believe that Information and Communication Technologies – ICTs – are no longer merely options in the teaching and learning process but have become both a reality and a necessity in classrooms (GUERRA; GOMES; RIBEIRO, 2020). Considering this, our research aims at (re)thinking orthography teaching practices in relation with new learning contexts that make use of technology. The theoretical discussions that support this study are present in the works of Morais (1988; 2007), Kleiman (2000), Oliveira Guimarães (2017), Barbeiro & Pereira (2007), Brasil (1998, 2017), Bortoni-Ricardo (2005, 2006), and Soares (2017). We argue that one’s awareness of the causes of orthographic errors and self-reflection with the assistance of ICTs can be beneficial to the teaching and learning of writing. The purpose of this dissertation is to present a literature review on the teaching of orthography and to propose four didactic sequences to work with certain aspects of orthography through different technological resources to be used in middle school. We hope that this dissertation reaches teachers who wish to adopt reflective language teaching practices in their classes, making students build their own knowledge through interaction with technological resources. We believe that the proposed sequences are not fixed, and can be modified, questioned and adapted for different contexts. Therefore, we expect that teachers will find in this material some alternatives for working with orthography through different strategies to address the various causes of orthographic errors, and thus become able to think and propose new approaches.