Entre a fala e a escrita: caminhos possíveis para o trabalho com a ortografia no ensino fundamental

• Ano de defesa: 2015
• Autor(a) principal: Marquardt, Valéria Caimi
• Orientador(a): Busse, Sanimar
• Banca de defesa: Sella, Aparecida Feola , Roman, Elódia Constantino
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Parana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras - Mestrado Profissional
• Departamento: Linguagens e Letramentos
• País: BR
• Palavras-chave em Português: Fala; Escrita; Ortografia; Variação linguística
• Palavras-chave em Inglês: Speaking; Writing; Orthography; Linguistic variation
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede.unioeste.br:8080/tede/handle/tede/942

This research has the aim to present reflections about the Portuguese language education from phenomena of linguistic variation, students difficulty to comprehend the written code and the opacity between speaking and writing. Most of the orthographic problems that wait to get over for students in the final grades of Elementary School persist, committing the development in the linguistic operations needed to the sense and the signification of reading and writing. The text productions from 9th grade students searched in this work, present, in general, difficulties related to the domain of written code. Buss (2013), the students still reveal hypothesis about orthographic mistakes, from the relation speaking and writing, registered in productions students of final grades of elementary school and to create a didactic proposal for trying to solve them. When we identify the orthographic problems and analyze them, from the principles of linguistic variation and the phonology, it was developed a script of reading activities, writing and language system, as the code domain. As a result of this investigation process, we understand that it is necessary a systematized work with orthography to correct problems that get stuck in the school trajectory of students, and a turning back to questions about linguistic variety and from language education guided in a pedagogy culturally sensitive.