A correção ortográfica no processo de consolidação da alfabetização no terceiro ano do ensino fundamental

Abstract

We know that the literacy process is complex for both children and teachers. Consolidating this process and enabling children to write autonomously and correctly requires teachers to act assertively, especially when providing corrections. Thus, the objective of this study is to analyze the corrections made by teachers (research subjects) on an excerpt of text written by third-year elementary school students in order to understand the methodology used in these corrections and to outline a profile of these teachers, who worked in the municipal school system of Pato Branco in 2023. The research is based on theoretical frameworks related to literacy, particularly phonological awareness and the grapho-phonological relationship, as well as literacy methods, specifically the phonics method as presented in the works of Cagliari (2010), Faraco (2021), Ferreiro (2011), and Soares (2002), along with reading through the analysis of the phonological and lexical routes. In this study, the corrections made by the teachers were analyzed and classified based on the research of Ruiz (2001) and Serafini (1998). Regarding the methodology, a field study was conducted between November and December of 2023 in the municipal public school system of Pato Branco, involving teachers who teach Portuguese Language. The questionnaire applied included questions regarding the teachers' academic background, their understanding of concepts such as reading, writing, literacy, spelling, and correction. Additionally, information was gathered from the teachers' perspectives regarding texts with spelling errors, analyzing the corrections made. Based on the partial results of this research, it is possible to state that most teachers have an academic background in Pedagogy and experience in the field of education. They also frequently propose text production activities for students and unanimously agree that it is necessary to correct the texts of students in the literacy phase, considering their writing level. The teachers analyzed in this study employed more than one type of correction (indicative and resolutive) when reviewing the excerpt proposed in the research.