The orthographic writing of students in the literacy process

Abstract

This research aims to analyze the spelling difficulties that a class of 2nd grade students in the Initial Years of Elementary School present in the process of writing words. Therefore, it became essential to discuss proficiency rates in Brazil, seeking to understand the scenario of literacy in light of national education public policies. This study was based on documents from the National Common Curricular Base (BNCC), the National Learning Assessment (ANA) and other sources that deal this topic, focusing on Historical-Cultural Theory. Bibliographic and documentary research along with an analysis of spelling changes identified in the dictation of words applied to the subjects of this investigation were used. It was found that, in teaching writing, the assimilation of spelling rules requires the student to have a highly complex capacity for abstraction of the symbols that constitute the alphabetic system, arising from the development of thought, which goes beyond the mechanism of learning centered on the acquisition of sounds and spelling of letters. It became clear that teaching literacy goes beyond coding and decoding, and that it is up to the teacher to master and understand written language and develop the students’ psychic instruments, what the mind understands can be expressed by the hands that write.