Desvios de ortografia e propostas de intervenção: aplicativo e atividades com alunos dos anos iniciais do ensino fundamental em uma sala de recursos generalista no Distrito Federal

Abstract

This action-research work aimed to identify and analyze the types of spelling deviations presented by students with disabilities and in the Early Years of Elementary Education attended in a generalist resource room at a school in the Federal District, as well as to develop practical methodologies that help the teachers working on the orthographic difficulties of students, Portuguese speakers, with or without disabilities, leading them to understand the need for language adaptation, considering the communicative context. The research was based on the principles of Educational Sociolinguistics, following the conceptions of Bortoni-Ricardo (2005) and other authors, such as Cagliari (1989, 1999, 2002), who consider that spelling errors should be analyzed. Therefore, the dissertation exposes a theoretical reflection on Educational Sociolinguistics, the acquisition of writing and orthographic teaching. For this, we carry out the diagnosis and analysis of the orthographic deviations found in the writings of the research participants and, based on these results, we elaborated, as an intervention proposal: the Pedagogical Notebook “Ortografia: Reflexões e Atividades” and the Application “Jogo Ortográfico” for mobile device (Android System) and desktop (for Windows). Such proposals bring together guidelines for teachers, recreational activities and games that aim to provide students with a meaningful learning of the Portuguese language, based on respect for linguistic varieties and the appropriation of the orthographic standard.