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This research had as objective to analyze and to know which are the difficulties that children find in their writing process, mainly in the learning of the orthography. Will be professors prepared to deal with the difficulties in the acquisition of writing and orthography? PELLEGRINI affirms that “The pupil is not alone in his process to develop abilities. Professor needs to dominate the activity ". (2002, p.54) In meanwhile, it is demanded that professor presents a dynamic and critical attitude, searching to innovate his educational strategies. As difficulties exist, forms to surpass need them to be created. Orthography education has not evolved as other aspects of education of English language. If in the case of reading and writing education there were done some transformations in performance of the professor next to his pupils in the classroom in the attempt to decide deficiencies, unfortunately the same did not occur with orthography education. Schools continue without a defined goal to work on orthography, therefore this subject continues, many of the times, being an object of evaluation, verification and not of education. A clear example is the dictated operatoin, where professor verifies if pupil is writing correctly, instead of creating situations of systematic education. It’s possible to delectate the existence of many pupils who despite present themselves below of the average on their orthography performance, present satisfactory income in other contents, experiences of learning in other disciplines. The years of scholarship lived for these pupils, many of them repeating series, would not have assisted to progress in orthography matters, for diverse reasons. Reflection on the situation of these pupils, avoiding reprobation of orthographical errors and evaluation of their performance, preferentially, for the reach of other objectives, is at least human. It’s necessary that professor talks with the pupil about this difficulties, detaching and valuing other areas of his ability, so that he understands that orthographical errors necessarily do not go to block his success in the pertaining to school and professional life. School is the place that is systemized the writing activity. In all moments writing is an essential activity in the classroom. According to SILVEIRA: “In her proper texts, child does not commit as many orthographical errors. This however does not free this pupil from the stigma to write badly. She only prevents the words that do not know, to do not make a mistake " (1986, p.5). Therefore, professor must work on the production of texts with the pupils allowing their spontaneously writing. Thus they will have the chance to write without worrying themselves about the errors. After this spontaneous activity, he can consider activities that improve the interest on the orthography of the words. LADEIRA points some activities to do after worked survey of the errors committed for the child. They are: Crossed words, structural hunting-words , exercises, words research, among others. (1989, P. 7) As it can be observed, the majority of the pupils presents difficulty to write correctly the words. According to MORAIS, Orthographical norms that regulate, in writing, differences observed in speaks process sound gradually incorporated when the child perceives that equivalence between letter and sound does not exist ". (2003, p.102) Orthography acquisition is stimulated by diverse factors, such as exposition of the pupil to the written language, frequency of appearance of the words, regularity or not of orthographical notation. Thus, authors as MORAIS point that: Those that have greater contact with written language, certainly that the frequent contact with reading activities assists orthographical learning. (2003, p.105). One of the huge problems in orthographical education, about writing, is that the pupils tend to write exactly as they speak. In this direction, we can notice that the pupils whom present greater contact in its daily cotidian, with writing in: periodicals, magazines, books, pamphlets, signboards, etc, tend to write correctly, therefore there is an improved visualization of the correct words graphy. SILVEIRA affirms that: “The child fails because she does not know the correct orthographical representation, because she feels herself examined and tested, fails because many times,writing activities have not meant for her” (1986, p.5). One perceives that the causes of error are related to the type of activity that the teacher many times charges the pupils, a knowledge that they do not dominate. To change the treatment that we give to the education of orthography in our schools, there is, however, an aspect that we must take inside our conscience and that seems basic: to teach orthography connected to pupil’s reality. LADEIRA,Cleacy Gomes et al. Ortografia – Um desafio, uma proposta. Nº 201. Ano XXII. Março 1989. Belo Horizonte. Monografia AMAE Educando. MORAIS, Artur Gomes. Ortografia: O que temos descoberto sobre esse objeto de conhecimento? Belo Horizonte, junho. S.d. Educação em Monografias, 2000. PELLEGRINI, Denise. Só ensina bem quem sabe fazer. Editora Abril. Nº149. Ano XVII. Janeiro/Fevereiro de 2002. TCC NOVA ESCOLA. SILVEIRA, Rosa Maria Hessel. Silêncio: Ditado. Editora Abril. Nº 178. Ano XIX. 1986. Monografia AMAE EDUCANDO.
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Luiz Gustavo, owner of Organização Sahara de Monografia e Dissertação always believed that Orthography educational must follow students reality. Bem estar em TCC e Monografias
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