Análise Ortográfica do Texto Escrito dos Alunos da 4ª Classe da Escola Primária nº 200 do Lubango: Propostas Metodológicas

Abstract

The work entitled, Orthographic Analysis of the Written Text of 4th Grade Primary School Pupils in Lubango 200. Methodological Proposals, had the following objectives: (i) to contribute with pedagogical-didactic methods capable of helping teachers to work with 4th graders in the Portuguese language subject in order to overcome their difficulties in writing; and (ii) to identify the orthographic difficulties of the texts written by the students; (iii) to propose pedagogical-didactic methods for overcoming the orthographic difficulties of 4th graders. We raised the following question: How can we contribute to improving the teaching and learning of Portuguese writing by 4th graders at School No 200 in Lubango? We used Sousa and Fonseca's typologies and categorized the diagnosed errors in the following terms: graphic accentuation, use of capital and lower case letters, punctuation, class I errors, which in turn were subdivided into three categories: 1st omission, 2nd addition and 3rd substitution. We analyzed the frequent spelling mistakes in letters written by 4th graders at School No. 200. We had a population of 127 students, from which we drew a 20% sample equivalent to 25 students. The sample was randomly stratified. The texts written by the students allowed us to analyze spelling mistakes and find out the areas in which the students had the greatest difficulties. We found that the difficulties of 4th graders are related to class I errors with 160 occurrences, the use of punctuation marks with 141 occurrences, the graphic accentuation of words with 81 occurrences and finally the use of capitalization with 56 occurrences.