BETWEEN LETTERS AND RULES: PEDAGOGICAL PRACTICES FOR TEACHING SPELLING IN THE 7TH GRADE OF ELEMENTARY SCHOOL

Abstract

This work stems from an experience gained during Supervised Internship III - Portuguese Language and its Literatures in Inclusive Contexts, a mandatory curricular component of the Portuguese Language Letters course at the Faculty of Letters of the Federal University of Pará, Bragança Campus. This study aims to analyze the challenges faced in the teaching and learning of Brazilian Portuguese orthography in the post-pandemic period in a 7th-grade class of a state public school located in the urban area of ​​the municipality of Bragança, Pará. Therefore, the theoretical basis was the studies of Morais (1999, 2003, 2005, 2007), Antunes (2007), Bechara (2011), and Ferreiro and Teberosky (1986), which discuss approaches to the area of ​​teaching and learning orthography in the classroom. The methodology involved administering a structured questionnaire to students at the aforementioned school, with questions related to difficulties in learning the current spelling system. The research results point to the need for diversified methodologies to improve the effectiveness of spelling assimilation and proper use.