Spelling errors in the writing of students in the 9th grade of Elementary School
Portuguese language; Orthography; Spelling errors.
This work aims to describe and analyze the spelling errors of a 9th grade class of Elementary Education in a public school in the municipality of Jequiá da Praia-AL. For this work, spelling errors will be cataloged given their occurrence from highest to lowest and from this classification a justification for such occurrences will be sought, which will guide the works with the researched theme, based on authors such as Morais (2006), Zorzi (1998), and Bortoni-Ricardo (2004). Data will be collected by applying two diagnostic activities: the first will be a 'word dictation'; the second the production of an autobiography. The purpose of the work is to minimize the spelling problems presented by 9th grade students, as well as to make them aware of the importance of writing orthographically inside and outside of school. The preparation and application of this intervention proposal are justified due to the great difficulty with the use of spelling, presented by the students of that school. The proposal is, after data collection, to categorize the errors and through didactic sequences along the lines of Dolz, Noverraz and Schneuwly (2004) to promote strategies that contribute to the reflection and expansion of spelling knowledge. The methodological orientations follow the procedures adopted in an action research (Thiollent, 1985), which allows the exchange between the means of production and the classroom, making a great contribution to the advancement of studies in education, in accordance with what the BNCC - National Common Curriculum Base (BRASIL, 2018)