This enquiry had as aim to dissect and to cognise which are the troubles that students ascertain in their composing operation, chiefly in the studying of the writing system.
Will be teachers disposed to contend with the troubles in the learning of composing and writing system?
PELLEGRINI asserts that “The educatee isn't solitary in his action to build up powers. Teacher must command the action ". (2002, p.54)
In the meantime, it is asked that teacher demonstrates an active and decisive position, looking to innovate his instructive schemes. As troubles exist, configurations to outperform need them to be made.
Writing system instruction hasn't developed as different expressions of English language learning. If in the event of reading and composing learning we could see many shifts in execution of the teacher contact next to his educatees in the schoolroom in the effort to resolve inadequacies, regrettably the same didn't happen with writing system learning.
Schools go forward without a formed destination to work on writing system, consequently this discipline persists in, several times, being an aim of rating, check and not of pedagogy. A bright illustration is the dictated operation, where teacher asserts if educatee is writing correctly, as an alternative of making positions of orderly instruction.
It’s assertable to detect the existence of several educatees who despite exhibit themselves beneath from the medium on their writing system execution, exhibit acceptable profit in another subjects, experiences of learning in extra disciplines. The years of learning endured for these educatees, several of them reiterating series, wouldn't have attended to advance in writing system affairs, for various causes.
Contemplation on the position of these educatees, averting reprobation of orthographical faults and rating of their execution, preferentially, for the accomplish of additional aims, is at least human. It’s essential that teacher dialogue with the educatee about his troubles, coming off and appraising additional domains of his capacity, so that he interprets that orthographical faults inevitably won't choke up his success in the concerning to educational and business life.
School is the place that's systematized the composing action. In all instants composing is an indispensable action in the schoolroom.
Agreeing to SARGENTIN: “In her personal texts, child doesn't perpetrate as many orthographical faults. This nevertheless doesn't discharge this educatee from the mark to compose gravely. She only avoids the words that don't acknowledge, to don't fail " (1996, p.5).
Thence, teacher must exercise on the output of texts with the educatees admitting their spontaneously composing. Therefore they will have the fortune to compose without concern themselves about the faults. After this natural action, he can conceive actions that ameliorate the concern on the writing system.
SILVEIRA points some activities to do after worked survey of the errors committed for the child. They are: Crossed words, structural hunting-words , exercises, words research, among others. (1993, P. 7)
As it can be observed, the majority of the educatees demonstrates trouble to write correctly the words.
According to SILVEIRA,
Orthographical norms that regulate, in writing, differences observed in speaks process sound gradually incorporated when the child perceives that equivalence between letter and sound does not exist ". (1993, p.102)
Writing system accomplishment is stimulated by diverse factors, such as exposition of the educatee to the written language, frequency of appearance of the words, regularity or not of orthographical notation. Thus, authors as VARELLA, point that:
Those that have greater contact with written language, certainly that the frequent contact with reading activities assists orthographical learning. (1996, p.105).
Among the immense troubles in orthographical instruction, about composing, is that the educatees incline to compose incisively as they talk.
In this direction, we can notice that the pupils whom present greater contact in its daily cotidian, with writing in: periodicals, magazines, books, pamphlets, signboards, etc, tend to write correctly, therefore there is an improved visualization of the correct words graphy.
SILVEIRA affirms that: “The child fails because she does not know the correct orthographical representation, because she feels herself examined and tested, fails because many times,writing activities have not meant for her” (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 change the treatment that we give to the teaching of writing system in our schools, there is, however, an aspect that we must take inside our conscience and that seems basic: to teach writing system connected to educatees reality.
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.
