Ortografia em livros didáticos de português: ensino-aprendizagem

• Ano de defesa: 2014
• Autor(a) principal: Ana Paula Campos Cavalcanti Soares
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Regras ortográficas Regularidades e irregularidades Livro didático Atividades metacognitivas; Livros didáticos Avaliação; Aprendizagem Avaliação; Língua portuguesa Estudo e ensino; Ortografia e silabação; Língua portuguesa Ortografia e silabação
• Link de acesso: http://hdl.handle.net/1843/MGSS-9VYMC8

The present work sought to investigate the learning process of orthographic rules by means of textbook (TB). The specific goals of this thesis relate both to TB organization and to the students learning. In relation to the book, the research intend to check if there is a systematic orthography teaching in the fourth and fifth years; to confirm whether or not the activities proposed led to reflection upon the orthographic rule; to explicit the types of metacognitive activities used to stimulate the student to reflect; identify which linguistic unities the metacognitive activities work with; to check the treatment given to the cases of regularities and irregularities of the orthographic rules. In relation to the student, we sought to verify to which extent the learner comprehends or not the orthographic activities from the book; to identify if the student is able to reflect upon the orthographic rule; to verify if there is variation among the students learning, in case they are submitted to different approaches proposed by distinct TB collections. The investigation was grounded on the studies carried out by Morais (1994, 1998), Alvarenga (1993, 1995), the Parâmetros Curriculares Nacionais (PCN, 1997) [the Brazilian National Curricular Parameters], as well as the analysis suggested by the researches of Biruel (2002); Silva (SILVA, A., 2008); Silva (SILVA, J., 2008) e Monteiro (2008). In order to attend the specific goals related to TB, four collections were analyzed and categorized, specifically the fourth and fifth volumes. This choice was made by means of an analysis of reviews of PNLD 2013 Guide. Using the Guide, we identified two collections with indicators of good quality and two others for which there were restrictions on the treatment given to orthography. In relation to the first stage of the research, the data evinced that the metacognitive activities and the linguistic unities were treated in different ways on the collections. Two of them presented a work guided on copy and composition-decomposition of works. On the other side, the two other collections propose more reflective activities, as analysis, production, comparison and identification. The second stage of the research investigated the way the students from fourth and firths years learn orthographic regularities and irregularities with the support of TB. In order to do so, we carried a field work at which we gathered data from an experiment and at the application of two exams. During the experiment, we noticed that Buriti collection required more intervention of the applicator, since the sequence of metacognitive activities of the exercises were more complex. On the other side, when analyzing the behavior of the students during the activities, we observed that they solved the exercises with more autonomy, velocity on the execution and motivation. These behaviors occurred due to the easiness of the activities proposed, that basically demanded copy and composition of works from syllables. As to the learning of regularities, the quantitative data of the research suggest that the group subject to the activities of Buriti collection (specially the subjects of the fourth grade, with which there was a more systematic work) was able to identify the orthographic rule for the use of letter {x} with the sound // after rising diphthongs. In general, on the verification test, we observed that the subjects, independently of the collection which they interacted with, presented similar hit rates. Therefore, we speculate the intervention of the applicator was essential for the subjects to present satisfactory rates of learning. That means to say that role of teacher is fundamental on the use of textbooks, as the very Guide of PNLD has proven.