The teacher’s work with orthography in a Support Classroom

Abstract

This paper discusses the teacher’s work with orthography in a Support Classroom for Portuguese Language Learning (SAAPL, in Portuguese) – 6th grade of basic schooling in the South-Central region of Paraná State. It is assumed here that the practice with orthographic features in this educational context is essential for the student to overcome the difficulties related to the written language and, in this way, meet the conditions to participate more effectively in the language practices inherent to society. Thus, from the concepts offered by the historical-cultural educational theory and the Applied Linguistics contributions, the practice of a SAALP teacher was guided and assisted during the studies of orthographic conventions in classroom. The data gathering occurred after some theoretical and methodological interventions with the teacher in a collaborative way, providing theoretical support and guided discussions about the orthographic system and their teaching in Portuguese language classes. The results indicate the necessity to provide the SAAPL teacher with theoretical and methodological support in relation to the orthographic norms, as well as to supervise and guide his/ her practice during the work with this content in this particular context.

Keywords: continuing teacher education, Support Classroom, orthography, collaborative action research.