Regularidades ortográficas contextuais: atividades de intervenção educacional

Abstract

The learning of writing in mother tongue speakers of Brazilian Portuguese is a complex and multifaceted process, and learning the orthographic rules only one aspect of student’s insertion in a literate society, but not less important. This educational intervention’s research, interpretative, aimed to prepare didactic activities for students in 6th year of elementary school, to encourage reflection on the contextual phonographic regularities, especially the use of graphemes: 'r' and 'rr' intervocalic. After conducting a diagnostic assessment, was elaborated a didactic sequence with ten activities. In some, the student is required to observe the use of grapheme 'r' and 'rr' in sets of real words and asked about aspects of sound and positional value of grapheme in each set. In this didactic sequence was inserted identification and writing words syllabic patterns consonant-vowel-consonant and consonant-consonant-vowel activities, and the second depending on the grapheme 'r'. The didactic sequence was applied to a group of 6th grade of elementary school to a public school, located in a municipality in the state of Rio de Janeiro, in which the teacher-researcher is a Brazilian Portuguese and Literature’s teacher. The analysis of the responses showed that students have significant gaps in the development of phonological awareness and obviously difficult to draw up the rules of use of grapheme in each set of real words given. As a possible solution to the identified educational problem, we indicate an improvement of activities promoting phonological awareness at the Children's Education and in the first five years of elementary school, it being understood, of course, that for it is also necessary to revise the assumptions training both initial and in-service education of professionals in these two stages of education