Made available in DSpace on 2014-12-17T14:35:58Z (GMT). No. of bitstreams: 1 PriscillaCSM.pdf: 1563254 bytes, checksum: ac544e295302609a447d48eecfff6c00 (MD5) Previous issue date: 2008-12-09 / The studies in the education area have been defending the importance of forming autonomous teachers that they look for to understand the context in that they act, for that movement to make possible educational interventions with better conditions of the students' learning. In the extent of the teachers' formation, it has been discussed the importance of formative actions that they have as focus the analysis of the needs in the educational formation, as alternative to turn such more significant actions. Concerned with those subjects and with the school failure in the Brazilian education, especially in the children's of the public school literacy, we accomplished this work that aims at to investigate the needs of teachers' of the Fundamental Teaching of the public school formation, in the extent of their students' orthographic difficulties, building with those teachers knowledge on the process of teaching/learning spelling. The study was accomplished at a municipal school of the city of Parnamirim-RN, that offers the Fundamental Teaching I. the approach investigativa is of qualitative nature, where the case study and the research-action were used as methodologies. They participated in the research 7 teachers and 1 coordinator of the institution. For the construction of the data the following instruments were used: glimpsed semi-directing collective and individual, documental analysis, questionnaire and observation, that made possible the triangulation of the data for the content analysis. The main results pointed that the teachers' of that school initial needs were addressed not only to the teaching of the spelling, but also to the formation type that they would receive. We verified although the formative process was favorecedor of sockets of the teachers' conscience: related to the orthographic mistakes, to the strategies used at classroom and to the planning addressed to the teaching of the spelling. Finally, we concluded that the teachers' reflection researched about their own formation needs contributed for (trans)formations of their conceptions and practices related to the teaching of the spelling, even before some found difficulties, so much in the formation as in practice pedagogic developed by the participants / Os estudos na ?rea de educa??o t?m defendido a import?ncia de se formar professores aut?nomos que busquem compreender o contexto em que atuam, para que esse movimento possibilite interven??es educativas com melhores condi??es de aprendizagem para os alunos. No ?mbito da forma??o de professores, tem sido discutida a import?ncia de a??es formativas que tenham, como foco, a an?lise das necessidades na forma??o docente como alternativa para tornar tais a??es mais significativas. Preocupada com essas quest?es e com o fracasso escolar na educa??o brasileira, mormente na alfabetiza??o das crian?as da escola p?blica, realizamos este trabalho que objetiva investigar as necessidades de forma??o de professores do Ensino Fundamental da escola p?blica, no ?mbito das dificuldades ortogr?ficas dos seus alunos, construindo com esses professores conhecimentos sobre o processo de ensinar/aprender ortografia. O estudo foi realizado em uma escola municipal da cidade de Parnamirim-RN, que oferece o Ensino Fundamental I. A abordagem investigativa ? de natureza qualitativa, cujas metodologias utilizadas foram o estudo de caso e a pesquisa-a??o. Participaram da pesquisa 7 professoras e 1 vice-diretora da institui??o. Para a constru??o dos dados, foram utilizados os seguintes instrumentos: entrevista semi-diretiva coletiva e individual, an?lise documental, question?rio e observa??o, que possibilitaram a triangula??o dos dados para a an?lise de conte?do. Os principais resultados apontaram que as necessidades iniciais das professoras daquela escola estavam direcionadas n?o s? ao ensino da ortografia, mas tamb?m ao tipo de forma??o que receberiam. Verificamos ainda que o processo formativo foi favorecedor de tomadas de consci?ncia pelas professoras no que se refere aos erros ortogr?ficos, ?s estrat?gias utilizadas em sala de aula e ao planejamento direcionado ao ensino da ortografia. Por fim, conclu?mos que a reflex?o das docentes pesquisadas sobre as suas pr?prias necessidades de forma??o contribuiu para (trans)forma??es de suas concep??es e pr?ticas relacionadas ao ensino da ortografia, mesmo diante de algumas dificuldades encontradas, tanto na forma??o quanto na pr?tica pedag?gica desenvolvida pelas participantes

Submitted by Automa??o e Estat?stica (sst@bczm.ufrn.br) on 2017-03-21T00:21:53Z No. of bitstreams: 1 AntonioJoelDaSilvaCosta_DISSERT.pdf: 9136248 bytes, checksum: b03abfbf6860100fde356c848672204f (MD5) / Approved for entry into archive by Arlan Eloi Leite Silva (eloihistoriador@yahoo.com.br) on 2017-03-27T19:31:33Z (GMT) No. of bitstreams: 1 AntonioJoelDaSilvaCosta_DISSERT.pdf: 9136248 bytes, checksum: b03abfbf6860100fde356c848672204f (MD5) / Made available in DSpace on 2017-03-27T19:31:33Z (GMT). No. of bitstreams: 1 AntonioJoelDaSilvaCosta_DISSERT.pdf: 9136248 bytes, checksum: b03abfbf6860100fde356c848672204f (MD5) Previous issue date: 2016-11-01 / A ortografia da L?ngua Portuguesa ? um aspecto que visa a padroniza??o da escrita, pois facilita a leitura e melhora a comunica??o entre os usu?rios. Por isso, defendemos a ideia de que o usu?rio deve se apropriar desse modelo de escrita convencionalizado e considerado de maior prest?gio em nossa sociedade. Desse modo, ? papel da escola propor aos alunos situa??es que os aproximem mais da ortografia da L?ngua Portuguesa. Erros de escrita s?o comuns nos primeiros anos de escolaridade, al?m disso, temos observado, enquanto professor de l?ngua materna, ? que esses erros se estendem para al?m dos anos iniciais do ensino fundamental. Te?ricos como Ferreiro e Teberosky (1999), Russo (2012), Morais (2003, 2006, 2007), Bagno (2007), Rego e Buarque (2003), Guimar?es e Roazzi (2003), Brasil (1997, 1998), Cagliari (2009a) forneceram suporte te?rico para sustentar nossa pesquisa, pois permitiram uma discuss?o pertinente ao assunto. Diante disso, voltamos nossa aten??o para esses erros ortogr?ficos, procurando compreender quais s?o as maiores incid?ncias, suas causas principais, que crit?rios utilizarmos para identific?-los e o que podemos fazer para que nossos alunos superem ou minimizem esses problemas de escrita. Para isso, diagnosticamos os principais erros ortogr?ficos cometidos por alunos do 7? ano do ensino fundamental, de uma escola da rede p?blica estadual de ensino de Currais Novos-RN. Utilizamos uma metodologia que agregou aspectos quantitativos os quais nos d?o conta dos v?rios erros cometidos pelos alunos, obtidos atrav?s de textos espont?neos com base num modelo de an?lise a partir de te?ricos como Morais (2006), Cagliari (2009b), Zorzi (1998) e Oliveira (2005). J? os aspectos qualitativos se referem ? an?lise e discuss?o dos dados bem como ?s propostas de ensino-aprendizagem elucidadas nas atividades de interven??o desenvolvidas durante a pesquisa-a??o. Os resultados das an?lises demostraram uma grande incid?ncia de erros ligados ? marca da oralidade na escrita. As interven??es foram eficazes, pois os alunos conseguiram alcan?ar os resultados esperados. Percebemos que o ensino de ortografia pode trazer contribui??es importantes quando trabalhado de forma reflexiva e interativa. Finalmente, esperamos que nosso trabalho contribua para o ensino de ortografia, auxiliando alunos e professores de L?ngua Portuguesa. / The Portuguese language orthography is an aspect that aims the written standardization because it facilates the reading and improves the communication among users. So, we support the idea that the user must take for himself as a standard this conventionalized written model which is considered by our society the most prestigious one. Thus, it is the school?s role to propose to the students some situations that bring them closer to the portuguse language orthography. Written errors are common in the early years of schooling. Besides that, we have noticed as a native language (Portuguese) teacher that these errors goes beyond the early years of elementary school. Theorists such as Ferreiro and Teberosky (1999), Russo (2012), Morais (2003, 2006, 2007), Bagno (2007), Rego and Buarque (2003), Guimar?es and Roazzi (2003), Brasil (1997, 1998) Cagliari (2009a) provided theoretical support to sustain our research, they allowed a relevant discussion to the subject. Before this, we have turned our attention for these orthographics errors by seeking to understand which are the highest incidence of errors, main causes, which criteria we have to use in order to identify them and what we can do for our students to overcome or minimize this written problems. For this purpose, we have identified the main orthography errors made by 7th grade students from elementary school, in the public state educational system, Currais Novos, state of Rio Grande do Norte. We used a methodology that added quantitative aspects in which it shows us many errors made by students that was obtained through spontaneous texts based on analysis model from theoreticals such as Morais (2006), Cagliari (2009b), Zorzi (1998) and Oliveira (2005). The qualitative aspects refer to analysis and data discussion as well as the teaching-learning proposals clarified in the intervention activities developed during the research-action. The analysis results have shown a great incidence of errors connected to the mark of orality in writing. Interventions have been effective because the students could achieve the expected results. We have noticed that the orthography teaching might bring important contributions when it is worked in a reflexive and interactive way. We hope our work contributes to the orthography written by helping students and Portuguese language teachers.