Processos fonológicos e erros ortográficos: proposta deintervenção – gamificação no ensino de língua portuguesa

Abstract

This research has the aim to present an investigation about phonetics, phonology, the phonetical processes and the misspellings in Portuguese language. This research is justified, therefore, by the teacher ́s need to investigate the linguistics phenomena which are beyond the “misspellings” in Portuguese language and this way going in search for answers to elucidate them and help students to minimize the episodes involving deviations in current grammatical rules that set the standards for writing in Portuguese language. Having as a consequence the Covid-19 pandemic the implantation of remote classes in the State Public School System in Alagoas, and in addition to it, the little participation of the students in those remote activities, through the use of the Google Classroom platform, the realization of textual production activities was made impossible, as well as the collection of the students ́parents signatures of the authorization terms for a structured and thoughtful data collection at the beginning of this research. All of this justifies the option of this study referral, that will have the bibliographic review as a research procedure, with a qualitative approach.As a result of the investigation, a gamification intervention proposal was formulated. To develop this proposal of intervention, we elected tem texts from an observation phase, and categorized the phenomena found in four categories, being three of them destined to misspellings: the first order, the second order and the third order. One of them contemplates the phonological processes. Futhermore we presented an activity proposal for the diagnostic phase of the class, through a didactic sequence and then, five activity proposals for the intervention phase, consisting of: a lesson plan, a gamification plan without digital recourse and another one with digital recourse/platforms (Kahoot, Wordwall, Google Drive), in addition to suggestions and examples for the elaboration of support material for the development of activities. Gamification in Education consists of applying elements of games in school activities in order to engage and motivate students. Some activities are adapted and others were created to this dissertation, in order to adapt them to the students of the final years of Middle School. With the support of theory and other studies, this practice aims to assist students in developing reflections on phonological processes and the spelling of their language in written form. For this purpose, this work will have as theoretical basis several authors, among them: Bisol (2014), Bortoni-Ricardo (2004, 2005), Cagliari(2009), Henrique (2007), Morais (2007, 20012), Roberto (2016), Seara (2011), Cristófaro-Silva (1999), Lemle (2001), Busarello (2016), Alves (2014).