Erros ortográficos nos textos escritos de alunos do ensino fundamental: uma proposta de intervenção por meio digital

• Ano de defesa: 2021
• Autor(a) principal: Santos, Paulo Pereira dos
• Orientador(a): Soares, Eliane Pereira Machado
• Banca de defesa: Soares, Pereira Machado Soares , Brito, Austria Rodrigues , Philippsen, Neusa Inês
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/80033/0013000001z5m
• Idioma: por
• Instituição de defesa: Universidade Federal do Sul e Sudeste do Pará
• Programa de Pós-Graduação: Mestrado Profissional em Letras em Rede Nacional
• Departamento: Universidade Federal do Sul e Sudeste do Pará
• País: Brasil
• Palavras-chave em Português: Ortografia; Erros Ortográficos; Fala; Escrita; Spelling errors; Speaking and Writing
• Palavras-chave em Inglês: Orthography
• Área do conhecimento CNPq: Sociolinguística
• Link de acesso: https://deposita.ibict.br/handle/deposita/611

This work, carried out from the perspective of Variationist Sociolinguistics, aims to identify, describe and analyze spelling errors caused by speech interference in textual productions of students in the 6th and 9th grade of elementary school in a public school in the city of Parauapebas, in the southeast of the state of Pará. For that, the theoretical foundations are the approaches of Travaglia (2009), Fayol (2014), Bagno (2007), Mollica (2003; 2016), BortoniRicardo (2003; 2004; 2005), among others. Linguistic data were collected from the textual productions of the students, resulting in a corpus with 1,607 contexts, distributed between writing errors due to speech interference, equivalent to 1,175 occurrences, and errors due to orthographic convention problems, equivalent to 432 occurrences, which , after being coded, were submitted to statistical treatment using the computer program GoldVarb X, in order to select the linguistic and extralinguistic variables that favored the analyzed context. The variables of grammar class, gender/sex, education and family income, in this order of selection, were selected as relevant for the application of the speech interference variant in writing in the 6th grade, while in the 9th grade, the variable rule program selected the variables of grammatical class and family income as statistically significant groups that condition the investigated phenomenon. The results showed, in general, that students in the 6th and 9th grade of elementary school have more spelling errors due to speech interference in writing (73.1%) than those resulting from problems of spelling convention (27.1 %), and also that these errors in writing tend to decrease as the school level increases, but continue to present a worrying rate in grades after the 6th grade. From the analyses, we developed a proposal for a pedagogical intervention based on the use of Digital Technologies of Information and Communication (TDIC) with the objective of minimizing the occurrence of spelling errors.