Erros ortográficos e interferências linguísticas em produções textuais de alunos do ensino médio: um estudo de caso em uma escola pública de Zé Doca-MA

Abstract

This study aims to investigate the main spelling erros present in the written Works of students at a public school in the municipality of Zé Doca, Maranhão. With the emergence of social media and digital platforms, reading and writting have undergone significant transformations. Therefore, this study is guided by the folowing question: how are these errors related to learning difficulties, insuficient mastery of gramatical norms, and ocassionally, to writting practices in the school environment? The specific objectives are: to investigate the main spelling errors present in the written works of first-year high school students; to analyze the possible factors that contribute to the occurrence of these erros; and to discuss how the social, educational, and media contexto may be related to these difficulties in formal writing. The research was conducted through a questionnaire administered to students and teachers, in addition to asking students to produce written Works. Thus, the theoretical framework used consists of the Works of Bakhtin (1992), Brazil (2018), Marcuschi (2008), and Ribeiro (2021). We concluded that is clear that first-year high school students face significant difficulties in mastering standard Portuguese, especially regardin spelling, punctuation, agrément, and text organization. Therefore, the need for urgente pedagogical interventions is hightlighted, with strategies that value Reading, writing, and critical reflection, reinforcing the teacher9s role as a mediator of students9 literacy and linguistic development