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Relatório Final da Prática de Ensino Supervisionada: O contributo da consciência morfológica para a diminuição dos erros ortográficos
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Abstract(s)
O presente relatório apresenta os resultados de um estudo desenvolvido no âmbito da Prática de Ensino Supervisionada, em contexto de 1.º Ciclo, tendo como finalidade a obtenção do grau de mestre para a qualificação para a docência em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Este ocorreu numa instituição privada, do distrito de Lisboa, com uma turma do 4.º ano de escolaridade.
Do ponto de vista metodológico, a investigação inseriu-se no paradigma qualitativo, adotando um design do tipo investigação-ação. Procurou-se resolver um problema existente na turma detetado na fase de observação, relacionado com os erros ortográficos cometidos pela generalidade dos alunos. Foram identificados os casos de incorreção mais frequentes e, acreditando-se que os mesmos poderiam ser esclarecidos através da assimilação de regras associadas à morfologia das palavras, desenvolveram--se estratégias com vista à diminuição desses erros. Posteriormente, procurou-se perceber até que ponto as estratégias utilizadas permitiram um desenvolvimento da consciência morfológica e, por consequência melhorias no desempenho ortográfico dos alunos.
Os resultados obtidos revelam que existem melhorias significativas na escrita correta de palavras, associadas aos três casos ortográficos trabalhados, após a aquisição e utilização de regras associadas à morfologia, o que aponta para a conclusão de que uma boa consciência morfológica influencia diretamente a escrita.
This report presents the results of a study conducted within the subject of Supervised Teaching Practice, in a primary school, with the purpose to obtain a master's degree to qualify for teaching in Preschool Education and in the 1.st Cycle of Basic Education. Our internship took place at a private institution, in the district of Lisbon, with a 4th grade class. From a methodological point of view, we opted for the qualitative paradigm, conducting an action design research. We tried to solve an existing problem in the class, detected in the observation phase, related to the spelling mistakes made by most students. The most frequent types of inaccuracy were identified and, believing that they could be clarified by the assimilation of rules associated with the morphology of words, strategies were developed to reduce those errors. Later on, we tried to understand to what extent the strategies used allowed for the development of students’ morphological awareness and, therefore, whether there had been improvements in the students’ spelling performance. The results show that there are significant improvements in the correct writing of words, with regards to the three types of spelling problems we worked on, after the acquisition and use of rules connected with morphology, which points to the conclusion that a good morphological awareness directly influences writing competence.
This report presents the results of a study conducted within the subject of Supervised Teaching Practice, in a primary school, with the purpose to obtain a master's degree to qualify for teaching in Preschool Education and in the 1.st Cycle of Basic Education. Our internship took place at a private institution, in the district of Lisbon, with a 4th grade class. From a methodological point of view, we opted for the qualitative paradigm, conducting an action design research. We tried to solve an existing problem in the class, detected in the observation phase, related to the spelling mistakes made by most students. The most frequent types of inaccuracy were identified and, believing that they could be clarified by the assimilation of rules associated with the morphology of words, strategies were developed to reduce those errors. Later on, we tried to understand to what extent the strategies used allowed for the development of students’ morphological awareness and, therefore, whether there had been improvements in the students’ spelling performance. The results show that there are significant improvements in the correct writing of words, with regards to the three types of spelling problems we worked on, after the acquisition and use of rules connected with morphology, which points to the conclusion that a good morphological awareness directly influences writing competence.
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Keywords
Consciência morfológica Erro ortográfico Morfologia Ortografia Morphological awareness Misspelling Morphology Spelling