CONSTRUCTION OF WRITTEN AND SKILLS TRAINING CRITICAL OF SPELLING

CONSTRUCTION OF WRITTEN AND SKILLS TRAINING CRITICAL OF SPELLING

FERREIRA, Helen M.

ABSTRACT

This study aimed to, considering the difficulties encountered by students in the correct spelling of words and understand the role of institutional psychopedagogists. One of the significant points of this research is that the teacher or the psychopedagogists need to use the correction as a tool for learning, helping the student to rebuild their texts, thus developing their autonomy. The work of correcting the mistakes is a significant learning when operated in the initial series, as the student develops the ability to think, participate and build their critical universe. Using the professor teaching Spelling contextualized transforms it into an appeal to diagnose students' learning, without the need for memorization of rules. To reach that conclusion was necessary to study various theorists and researchers of learning and knowledge in human evolution psychological, emotional and cognitive.


Key words: learning, difficulty in writing, reading and spelling.

METHODOLOGY

There are many factors that hinder the understanding of the spelling system. Countless spellings justify itself only by etymological reasons, namely because of their origin. Moreover, the language presents more of phonemes that the letters of the alphabet and uses several letters to represent sounds. And according to Morais, these difficulties will be assimilated with the passage of time.

Because it is an issue related to the educational area, for this work is focused qualitative research as an ethnographic approach in order to meet more closely the reality of daily practice and teaching in the 4th grade of Major State School Agenor Lopes Cançado, City of New Serrana (MG).

In this case, the ethnography seems to be the most appropriate approach since it has features that allow a greater rapprochement between researcher and his object of study, providing it with a better understanding of the school routine and the perceptions that surround the issue in question. As teachers in the 4th grade spelling mistakes handling the day-to-day life of the classroom?

The choice of teachers was due the fact that they act in school which is being developed to search. Another aspect which is important for the development is the fact that they are teachers with different experiences.

In the case of a search focused on teaching practice, made the direct observation of the student in the classroom, for the most appropriate advice.

After the period of observation will realize a semi-structured in order to deepen and clarify issues observed, such as teachers trying to learn and understand its action.

The teaching of spelling happens once the student starts to understand the alphabetic system of writing, that is, when you have learned the value of the letters and sounds can already read and write short texts.

For the student learn to read and write, it is necessary to understand the 'why' and 'why', to do so. The beginning of the learning of writing but of reading, defines itself in understanding the uses and values of writing and reading in society. The real reader and writer who holds the reading and writing, you know why it does, choose what you want to read and write and provides recipients for their productions.

1. Theories of Learning

1.1. In view of Vygotsky

Vygotsky built around a theory of the early twentieth century from the issues that the new science, psychology still could not explain, for example, the conscience, and what distinguishes man from animals. His work is located between the socio-interactionist on the assumption that the interaction with the social environment, the culture will provide development and learning of the subject.

Vygotsky, to explain the learning, uses the concept of a Zone of Proximal Development - performed with the help of another and Development Zone Real - what was potential, it becomes real.

And that relationship with the environment, mediation is the element that provides this learning, that is to Vygotsky (2000), is using the instruments that happens this relationship / interaction with the environment of the subject and consequently the appropriation of culture. And the language is the most elaborate system of signs present in human culture, it is through her that you can organize your thinking and understand the information.

Vygotsky (1989) explains the relationship between thought and speech in order that, for him, is the development of a social movement for the individual, ie, experience external to the interior.

Another aspect to be considered is that, in child development, the fundamental systems of children's mental functions depend on the level it reached in developing the meaning of words, Vygotsky (1998). The basic psychological functions - perception, attention, memory - through the signs become higher in office.

Thus, the theory of Vigotsky in the way it presents in the processes of learning the child needs to contact with the knowledge that it occurs for an effective learning.

1.1 - In view of Jean Piaget

Piaget developed the principles and foundations of his theory of knowledge, covering general topics such as: relationship between thought and language, development in children - and the reasoning of the trial, the representation of the world, the physical and moral judgment causality.

According to Piaget relations between body and environment are relations of exchange, in which the body adapts to the middle and at the same time, assimilates, according to its structures, a process of successive equilibrações. And knowing that is organizing, structuring and explain the reality from what was experienced in the experiments with objects of knowledge.

According to the ideas of Piaget knowledge is given by:

Mental outlook - the action schemes which expand, coordinate amongst themselves, distinguish themselves and end up internalising. (these give rise to the thought)

Balancing - and constructive intrinsic property of mental life. Self-regulation.

Re-balancing - by housing or the coordination of schedules, involves a breach of the status quo, an openness to new possibilities for action.

Development - process of successive equilibrações leading the ways of acting and thinking increasingly complex and sophisticated.

Piaget shows that the human subject establishes a relationship since the birth of interaction with the environment. It's relationship with the child's physical and social world that promotes their cognitive development.

For Piaget, how to relate to and learn from the child goes through stages. These are: sensory-motor, operatório-Concrete, operatório-formal and preoperative.

A maximum Piaget's theory is that knowledge is built on experience, since any such conduct is linked to the historical context. For the author, the fundamental connection of any constructive knowledge, is not a simple association, but an assimilation, ie the action of the subject on the world we live. The action will be present in every act and mental development. (Piaget, 1983, p. 340).

In his studies on children, Jean Piaget discovered that they do not understand as adults. This discovery led Piaget to recommend to adults who adopt a different educational approach in dealing with children

He modified the traditional pedagogical theory that, until then, stated that the mind of a child was empty, waiting to be filled by knowledge. In view of Piaget, children are the very active construction of knowledge, constantly creating and testing their own theories about the world. He gave a perception of the children who serves as the basis for many current educational lines. In fact, their contributions to the fields of psychology and education are immeasurable.

1.2 - In view of Emilia Ferreiro

Based on theoretical assumptions of Piaget, Emilia Ferreiro shows the evolution of the thinking of children and highlights three major periods: the distinction between how iconic and non-iconic, the construction of forms of differentiation and fonetização of writing.

When contacting the writing system, are the contradictions of syllabic hypothesis, moreover, contradiction between the interpretation syllabic produced and written by adults. (Ferreiro, 1994, p. 25)

Faced with so many conflicts children are destabilizing their chances and plunge into new processes for building, assimilating and accommodating.

In this design, the teacher must give the child opportunity to interact with the written language, always bearing in mind "that learning the language is written much more than the learning of a code of transcription: the construction of a system of representation." (Ferreiro, 1994, p. 102)

Another important point has to do with the fact that there is no single theory of learning, no single theory of the language written.

Studies of Emilia Ferreiro and Ana Teberovsky and employees about the acquisition of written language (or Psicogênese of writing), was one of the main sources for motivate these discussions of a methodological nature.

The ideas that sustains these studies - which will lead the investigations of Jean Piaget can be summarized as follows:

* The child begins to learn not only where the writing comes to school: provided that, on his way she comes into contact with the written language, begins the process of learning.
* This learning is not a simple mechanical imitation of writing used by adults, but in a quest to understand what is written and how it works, that is why the writing is a kind of conceptual learning.
* In pursuit of understanding of writing, the child ask questions and gives answers to these questions through hypotheses based on analysis of the language written in experimenting with ways to read and write in contact or the direct intervention of adults.
* The assumptions made by the child is often manifested in their attempts to write and therefore are not errors, in the usual sense of the word, but the expression of responses or assumptions that the child develops.
* The development of hypotheses involves progressive constructions, through which the child expands their knowledge about the writing on the elaboration of the above.

Based on these more general ideas about how humans learn, the research on the Psicogênese of written language found that children develop: the first chance on writing and the chances fonográficas.

All conflicts over the writing for the child, are cognitive conflicts which generate around the assumptions it made.

The research psychogenetic - to describe the processes through which the child is appropriate to write - provides an essential contribution to the Literacy for the organization of procedures for teaching and learning, diagnosis and evaluation.

That prospect, however, has been subject in recent years in different countries in a series of controversies, some we seem inadequate. Others that seem relevant - concerns the way in which the child reach the chances fonográficas inferring that the "letters" or graphemes represent the significant, or sound units of language.

It is in line with the cognitive research, the child present difficulties to return "naturally" his attention to the sound aspect of language. As the written language is based, in general, the representation of that sound - the graphemes tend to represent the sounds of language - would require a direct instruction to which children develop, consciously, the ability to target and analyze the words into phonemes. In other words, the development of phonological awareness would be - a prerequisite, for some, or a requirement for other - important for the apprehension that the language is written in general terms, these units minimum noise.

Another important point to highlight concerns the field of the process of reading and comprehension of what one reads. The prospect cognitivista that the development of fluency in reading - meaning, a word processing machines - is an important dimension of the process of literacy. If the player has turned his attention to the decoding of each unit of words of a text, he burdens his memory to the point of hindering their understanding. The development of the automatic reading of words that would avoid overload, leaving the reader free to return their attention to the more complex processes related to understanding the meaning of words, passages and texts.

An intellectually active subject is not a subject that makes many things, or a guy who has an observable activity. An active subject is a subject that compares, does it orders, categorizes, recasts, notes, makes assumptions, reorganization, hold in action (thought) or effective action (according to their level of development). A guy who is doing something physically, but, according to the instructions or the model to be copied because on the other hand, is not usually a smart guy. (Ferreiro and Teberosky, 1985, p.29).

The interaction is understood as the mechanism that allows the construction of knowledge from the effective exchange between subject and environment. The mental structures, built step by step, need the provocations of the media, at the same time, which are the possibilities of response in relation to the subject's face these challenges.

1.3 - In view of Howard Gardner

Gardner's theory values the whole human being and proposes the existence of an aspect of intelligence that drives the human mind.

According to his theory, they were our intelligences seven: Logical-mathematical, linguistics, Space, Physical kinesthesia, interpersonal and Music. Currently, Gardner admits the existence of an intelligence eighth, the naturalist, who would be the ability to recognize objects of nature.

It is believed that Gardner did not further their studies. There was only a horizontal spreading. Nevertheless, he acknowledges that the discussion around the theory has important alerts to those who work with education.

The school must consider the whole people and enhance other forms of demonstration of skills beyond the traditional axes linguistic and logical / mathematical. And so that the different intelligences are developed, the child must be more than Umami executing the task. We need it to be taken to solve problems.

2. The alphabet and spelling system

This item refers to the formal systems of our system of writing. He is to have an alphabetic system of representation of speech sounds through the letters of the alphabet. The knowledge of that system involves linking the writing staff with the noise. Knowing that with signs, written in what order they appear, as are graphs. Furthermore our system by spelling is not only contain elements of the alphabetical representation, but also rules and irregularities that must be learned in order to represent the words correctly. The systematization of rules spelling occurs throughout the school.

We could, however, ask to work with this size ensures that students that students are able to write texts and are good readers? The contents involved are basic to achieve nuclear and learning the system of writing, but can not guarantee skills on the field to other aspects of written language as a whole. After all, learned the names of letters and their combinations to write, read, and that learning can be developed together with the practices of reading and writing texts. This is possible because the teacher literacy is beginning, one that reads texts and records them and that helps the students to prepare. Hence, the need for other dimensions such as oral, reading and production of texts.

3. Prospects for learning

We often use the word "learning" as a synonym of teaching, considered the two terms - learn and teach more or less as follows: we learn something as we were taught. However, if we think by doing so, the answer to our question is easy: "As we learn the written language? It depends, can learn it through a teaching method.

It is obviously not, so we understand the word "learning". Through him, we are here, wanting to designate as human beings, given certain conditions are appropriate in the world, its objects in themselves. Vale say, we mean the mechanisms or the psychological processes - the procedures, attitudes, skills and knowledge - allowing us to learn something.

It is very common that for some time, the children think that the spelling of a word exactly reproduces the sounds of speech, and tend to write that way.

Thus, the intervention of the teacher, who did not, in the case, which the child feels about the writing, will be unproductive and, instead of correcting the error, lead to the establishment of notions about the inadequate functioning of the written language. That is why, then, it is very important, to guide their actions, the teacher know what and how your student knows, that is a master theory of learning, and if so, a theory of the language written.

4. The relationship between reading and writing

It has been suggested, often in clinical and educational means, a relationship between frequency of reading and learning of spelling, believing that, to write well in terms of spelling conventions, the child must read a lot (and Roazzi Leal, 2000 ). In view of the importance that is given to the conventions governing the alphabetic system of writing (Abaurre, 1997), the practice of teaching it is expected that with the increased frequency of reading to children can overcome their difficulties in terms of spelling. There is even a belief that, regardless of exercises in spelling, children can learn to write right, so spontaneously, by reading books and other writings (Morais, 2001). Procedures of this nature seem to build on the idea that the systematic contact with the written word can facilitate the seizure of a conventional spellings them, ie, which can be a facilitator of processes of memorizing the words or, more specifically, the field of spelling.

In fact to learn to write spelling, imply in any way, the caching of graphic forms of words (Cagliari, 1987; Lemle, 2002) mainly those whose spelling can create doubt on their characteristics of non-regular (Zorzi, 1998). While some aspects of spelling can be controlled through a process of understanding in view certain regularities. Others should be saved, given its character of irregularity (Morais, 2001), this is why during the process of seeking literacy is often focus the activities of copying and reading of texts, even artificial, with the objective of working to fix, or retention of correspondence between letters and sounds (Rego, 1987). It has also been pointed out that the spelling in spontaneous production of text depends on a wide experience who writes that, I must have had as a player (Ferreiro, 1992). In this sense, seems to have the interference between them, that is, the more you read, the better you write and the more you write, read better if (Kato, 1985). However, although this correlation can be commonly observed, many children in therapy of language has been shown that this relationship between frequency of field of writing and spelling does not seem so automatic or simple. You can find children who read actively, who like to read and that even then, present difficulties in relation to write words, revealing that although they might be seeing, often, the words printed in a certain way, write the same word differently , Making substitutions of letters, for example. Furthermore children who do not have the habit of reading often remember the correct spelling of words.

4.1. At the time of reading

The methodology for the activities required reading of the teacher, be careful to choose the full texts, well written and authentic, followed by the reference source. Should not be used texts fragmented, to avoid prejudice to the understanding and commitment to education on the texts, their functions and structures. You must learn to deal with the textual structure (form) and social function (use), explaining to students. It is recommended to make an early reading of the text and establish reciprocity (exchange of experience) with students from the exploitation of previous knowledge (author, source of publication, and reached the hands of students, illustrations, subject knowledge and language). From there, appeared to be the marks of the case under study: prose, verse, separate blocks, vocabulary, punctuation, paragraphs, stanzas, spelling. It is a first reading to the children feel the theme of the text. The second reading allows clear the text, ie the reading with focus on the words not known by the children to see if you know what that word within the text. In this context, often the children know the meaning of words and unknown to propose this activity are helping to create the habit of rereading a passage to ensure understanding. In the recall of teacher, he must be used for formal language, avoiding repetitions. In the recall of students, teachers help children to recount the text searching bring them closer to the events in a sequential manner. Finally, the silent reading, individual or collective.

The interpretations oral and written extrapolate the space-time, sequential and history of the text, causing what we call inference, that is, we can establish the relationship between the subject and everyday situations. The memorization of the text is guaranteed through various activities.

The content well organized, significantly, linked to concern about its internalization gradually, including the kinds of texts, their functions, structure and language brands, works to equip the student of ideas and ways to express themselves in their later productions .

4.2. At the time of writing

The rewrite is main condition for starting the training of children able to produce texts consistent with the social structure and textual. Presents the relationship between thought while remembering (memory), cognitive functions (process) and retention (learning).

Many other strategies are necessary to make it happen as a learning spelling: read the texts of some students and ask you to make comments - locate the places where the ideas are confused, where missing information to the reader understand the text, noted words repeated over and they can be replaced by others. The workshop for review is also a good strategy to promote understanding about what is to review a text.

The key for revision is to deliver a list of words by the student who will fix them. The other fixes, as paragraph, capitalization, punctuation, agreement will be made individually (student and teacher).

After the review, comes the moment of "finalize", thus making an important air final wording of the work that will be exposed in the wall or be sent to someone.

The evaluation is set to continue in the task of promoting the learning. The systematic monitoring of the process of teaching / learning is detected after each rewrite, to observe closely the progress and difficulties of students, comments and annotations serve for the rescheduled strategies and repetition of content needed.

5. Final considerations

The Psicopedagogia is a field of knowledge and expertise in health and education that deals with the process of human learning, their normal and pathological patterns, considering the influence of the media, family, school and society - in its development, using its own procedures.

Walking into the theoretical foundation of the practice psychopedagogic is to contribute to the strengthening of Psicopedagogia as an area of knowledge and expertise.

Through this research, within about an issue relevant education, which is written in its systematic, important in building the learning of children and their stages of construction. But also have difficulties in this area of knowledge and studies to make interventions to remedy these difficulties.

This work, by dealing with a broad theme, it concludes, but fulfills its function leaving some questions and statements or statements / questions, calling for Educators and Psicopedagogia reflect on the difficulties that occur daily in our school.

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