Atividades pedagógicas para alunos com dificuldades ortográficas da língua portuguesa nos anos finais do ensino fundamental
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Tipo
Dissertação
Data de publicação
2020-02-18
Periódico
Citações (Scopus)
Autores
Carvalho, Olívia Aparecida
Orientador
Vasconcelos, Maria Lucia Marcondes Carvalho
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Martins, Valéria Bussola
Maia, Gisele Gomes
Maia, Gisele Gomes
Programa
Letras
Resumo
One of the major problems in the final years of Elementary School is the number of
students who do not master basic elements of the standard Portuguese language
standard, such as spelling. It is common to notice students who, in the classroom,
feel ashamed due to this difficulty, which often also affects their self-esteem when
they are targets of bullying for having committed orthographic deviations in posts on
their social networks, for example. The school, in turn, remains with activities in
which only repetitive copying of misspelled words predominates. As a result of this
reality, the theme that generated this dissertation emerged, which, in addition of
addressing the concept of banking education, proposed by Freire (2013b) and
highlighting the role of every teacher in the integral education of students, it also
brings a brief history of literacy in Brazil, considerations and data on illiteracy and
functional illiteracy in Brazil, assumptions about the pros and cons of continued
progression, and considerations about the importance of the teacher in the process
of continued progression. This initial theoretical research was essential to later base
the elaboration of pedagogical activities for students with Portuguese language
spelling difficulties that can be applied in the final years of Elementary School. It
should be noted that the work proposed here is based on the guidelines of the Base
Nacional Comum Curricular (BRASIL, 2017).
Descrição
Palavras-chave
BNCC , língua portuguesa , ortografia , prática pedagógica
Assuntos Scopus
Citação
CARVALHO, Olívia Aparecida. Atividades pedagógicas para alunos com dificuldades ortográficas da língua portuguesa nos anos finais do ensino fundamental. 2020. 130 f. Dissertação ( Mestrado em Letras) - Universidade Presbiteriana Mackenzie, São Paulo, 2020.