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.