Da escrita alfabética à ortográfica: um estudo acerca das dificuldades de apreensão do sistema de escrita

Abstract

This study is framed within the scope of the appropriation of the alphabetic and orthographic writing system, considering its complexity for both teachers and learners. Given that literacy constitutes an evolving learning process developed during schooling, promoting the consolidation of writing skills within established orthographic rules becomes relevant. In this context, it is important to consider that the educational reality points to a significant number of students with difficulties in applying orthographic rules, leading to many such errors in their written productions. Thus, the goal is to identify orthographic difficulties and establish their relationship with the appropriation and consolidation of the alphabetic and orthographic writing system through activities developed with 5th-grade children. The research presents applied pedagogical intervention proposals, reflecting on the possibilities for overcoming the identified occurrences. To achieve this, a qualitative participatory research approach was adopted, including a bibliographic review of concepts related to alphabetic writing, stages of writing development, and orthographic errors. In the second phase, a participatory research was conducted, involving a diagnostic activity with 5th-grade children to generate analysis material and categorize the orthographic errors presented, which served as a starting point for developing interventions for the identified occurrences. The theoretical foundation of the research is based on the studies of Morais (2012) on the alphabetic writing system and orthography, and Soares (2022) on literacy. The research data revealed that, on average, 85% of the children exhibited orthographic occurrences related to contextual regularities, while 15% demonstrated difficulties with direct regularities. Based on these findings, various intervention activities were developed as a concrete action of the Educational Product, focusing on addressing orthographic regularities, especially those related to the sounds of "R". The proposed activities aimed to explore the contextual rules of this spelling through didactic strategies that involved reflection and the proper use of orthographic conventions. As a result, a significant reduction in orthographic occurrences was observed, indicating progress in the appropriation and consolidation of the alphabetic and orthographic writing system. These results underscore the importance of systematic pedagogical interventions for overcoming orthographic difficulties and fostering students' autonomy in writing.