Portuguese orthography in textbooks for young and adult education of middle school

Abstract

This study is about the Portuguese orthography teaching in textbooks for young and adult education, based in a reflexive approach about the teaching-learning process of writing, defended by Morais (2002). The purpose of this work was to identify and analyze how the Portuguese orthography has been approached in a collection of textbooks of Portuguese for young and adult education. The material chosen to do this study was the collection Tempo de Aprender, by the publishing company IBEP, PNLD-EJA, of the final grades of middle school (6th to 9th grades). The material was analyzed according to two categories: the type of the activities and how the matches between letter and sound must be approached in the spelling tasks, according to Morais (2002). It was noticed that, in the examined materials, there were few sections about orthography (writing) subject, besides presenting an irregular distributions of the matches between letter and sound along the tasks.