Inferential Aspects Of Orthography Pedagogy

This article is settled in the search for the noesis of original techniques that take on instructors to give ortographical classes matters prompt to insure a skilled teaching. This topic is meaningful because it will be resourceful to serve as backup for Reading and writing instructors, accordingly, will be skilled to speculate and to question on their realistic teaching accomplishes and systems about the written communicating teaching.

Orthography, language teaching, writing Learning, Monografia de Ortografia, TCC de Educação ortográfica

Disputes IN THE pedagogy OF orthography

This article presents as target to analyze and to cognize which are the disorders that scholars insure in their writing process, principally in the orthographical learning.

Will be educators inclined to manage with the disturbs in the studying of writing and orthography?

PELLEGRINI maintains that “The student isn't recluse in his process to fortify abilities. Educator is the responsible to control the process ". (2002, p.54)

Meanwhile, it is required that educator proves a progressive and resolute status, facing to innovate his educative strategies. As disturbs always are present, forms to surpass require them to be stimulated.

Orthography pedagogy hasn't originated as unlike reflexions of English studying. If in the result of reading and writing studying we could consider several dislodges in performance of the educator contact adjacent to his students in some educational institution in the exertion to settle insufficiencies, unluckily the same didn't take place with orthography studying.

Educational institutions continue without a settled terminus to turn on orthography, therefore this subject continues, various occasions, being a target of valuing, verification and not of educational activity. A smart exemplification is the dictated procedure, where educator verifies if student is writing correctly, or else of establishing perspectives of systematic pedagogy.

It’s affirmable to observe the existence of various students who in spite of show themselves at a lower place from the intermediate grade on their orthographical performance, show standard revenue in some other topics, experiences of studying in other subjects. The large time of studying supported by these students, various of them repeating series, would not have served to upgrade in orthography matters, for varied reasons.

Reflection on the situation of these students, deflecting reprobation of orthographical faults and valuing of their performance, preferentially, for the fulfill of supplementary targets, is at least humanlike. It’s substantive that educator talks with the student about his worries, chipping off and surveying supplementary spheres of his own universe, so that he understands that orthographical mistakes unavoidably will not stuff his achieve in the respecting to teaching and occupational life.

Educational institution is the place that occurs the proper systematization of the writing activity. In all moments writing is a vital process in the studyclass.

Corresponding to SARGENTIN: “In his private writings, student doesn't commit as several orthographical mistakes. This nonetheless doesn't exculpate this student from the sign to write staidly. He exclusive averts the words that does not recognise, to does not fail " (1996, p.5).

Therefore, educator must practice on the turnout of texts with the students including their spontaneously writing. Consequently they'll have the hazard to write without worrying themselves about the mistakes. After this natural process, he can consider processes that improve the interest on the orthography.

SILVEIRA points some activenesses to exercise after exercised review of the mistakes perpetrated by the student. They are: Crossed words, structural hunting-words , exercises, words research, among others. (1993, P. 7)

As it can be mentioned, the larger part of the students shows problem to write correctly the words.

Concording to SILVEIRA,

Orthographical averages that order, written, divergences noticed in talks procedure reasoned bit by bit integrated when the scholars comprehends that comparability between writing and sound doesn't exist ". (1993, p.102)

Orthography skill is provoked by various elements, such as expounding of the student to the written communication, oftenness of show of the words, regularity or not of orthographical annotation. Hence, sources as VARELLA, point that:

Those that experience larger tangency with written communication, for sure that the regular tangency with reading activenesses serves orthographical studying. (1996, p.105).

One of the vast perturbs in orthographical education, about writing, is that the students dispose themselves to write precisely as they talk.

In that focus, we can observe that the students whom exhibit larger tangency in its normal cotidian, with written material in: periodicals, magazines, books, pamphlets, signboards, etc, incline to write right, thus there's a bettered visual image of the proper words graphy.

SILVEIRA sustains that: “Student miscarries as he doesn't cognize the precise orthographical representation, as he feels himself probed and valuated, miscarries as several times,writing actions have not signified for him” (1986, p.5).

One perceives that the causes of error are related to the type of activity that the teacher many times charges the educatees, a knowledge that they do not dominate. To modify the handling that we give to the pedagogy of orthography in our schoolhouses, there is, nonetheless, an aspect that we must take inside our conscience and that seems primary: to teach orthography connected to students world.

Parâmetros Curriculares Nacionais. Ortografia – Decoreba e compreensão. Editora Abril. Edição Especial. Monografias Prontas NOVA ESCOLA. 2004

PELLEGRINI, Denise. Só ensina bem quem sabe fazer. Editora Abril. Nº149. Ano XVII. Janeiro/Fevereiro de 2002. Monografias Prontas NOVA ESCOLA.

SARGENTIM, Hermínio. Relato de Experiência: Os caminhos da Escrita. 1996. Monografia Psicopedagogia.

SILVEIRA, Rosa Maria Hessel. Silêncio: Ditado. Editora Abril. Nº 178. Ano XIX. 1986. TCC EDUCANDO.

VARELLA, Noely Klein. Consciência fonológica e aquisição da linguagem escrita. São Leopoldo, agosto 1996. Monografias Palavra com Vida.