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