O ensino da ortografia no ensino fundamental: uma proposta de análise de coleção de livro didático de língua portuguesa

Abstract

In this study, it is intended to problematize through a collection of textbooks intended for the final grades of Elementary School (7th, 8th and 9th grade) that constitutes the corpus of this study the collection Portuguese: languages, authored by William Roberto Cereja and Thereza Cochar Magalhães the orthography. Given the above, the following problem-question emerges: How is the teaching of orthography approached in Portuguese language textbooks? From this questioning, the approach to the teaching of orthography in a textbook collection directed to Elementary School is investigated. The objective is to verify the perspective of teaching orthography, whether traditional or reflective; analyze the distinction of regularities and irregularities of spelling, as well as analyze the activities proposed in the textbook to facilitate this learning. The work was developed through a qualitative approach, focusing on bibliographic and documentary research being used in the analysis. Through the study it was found that the researched works are efficient to work the teaching of orthography in the intended perspective, since the textbook as a guide for the teaching work, fulfills the power to mediate the teaching-learning process.