Representações mentais dos alunos de 6º ano acerca das propriedades ortográficas

Abstract

This dissertation aims to investigate the mental representations of students of the 6th grades of elementary school about the orthography properties, checking to what extent the orthographic performance of these students is related to the level of explicitness with which they mentally prepare their knowledge of the orthographic properties. For this, it was used as an investigative parameter representational redescription model Karmillof Smith (1992 cited MORAIS 2010). From that model, adapted by Morais (2010) for the teaching of orthography, research was proposed by an analysis at three levels: the cataloging and categorizing of the orthographic difficulties of students collected in text spontaneous production and interactive dictation; representations of students about the orthographic standard explicit in intentional transgressions; and knowledge of the regularities and irregularities of orthographic notations developed an explicit verbal level, verified and amplified through group and individual interactions. At the end of the study, new spontaneous productions written by students were evaluated so that it was benchmarked the result of made actions. Aimed at corroborating the effectiveness of the strategies used and the evidence, or not, the hypothesis that the orthographic student performance - translated into mistakes and successes- is related to differences in the level of explicitness with which they mentally organize their knowledge of the orthographic nor was made the comparison between the orthographic performance of the participating students of the research and a control group, previously established. At the end readback, in which were compared texts of a participant student and a control group, it was shown that the greater student understanding in relation to their mistakes and the regularities and irregularities in the orthographic system and its ability to verbalize it, more efficient and effective will be their performance in orthography. From the results obtained in this study, it is argued that to the orthography be given the status of an object of knowledge, so that their teaching-learning be systematized and takes on a reflective approach. Thus, students, through the interaction between peers and teacher mediation, will can build their learning. For the theoretical postulates of this research were revisited among others, studies of Camara Jr. ([1970] 1991; [1969] 1984), Bisol (2005), Da Hora (2009), as reference to the study of Structural Phonology; Cristófaro Silva (2009; 2011), the Phonology Use; Lemle (1995), Cagliari (1999; 2009;), Morais (2000; 2010; 2011; 2012) and Nóbrega (2013) have subsidized about the orthographic mistakes and the teaching-learning of orthography; for mental Representations, cognitive and learning were based in the studies Eyssenk and Keane (1994).