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%A Ferreira, Ana Carolina de Medeiros %A Francisco, Fernando Ferreira %A Alcantara, Nayara %D 2022 %T AS DIFICULDADES DA ORTOGRAFIA NO PROCESSO DE ENSINO-APRENDIZAGEM %K %X As dúvidas ortográficas sempre vão existir em situações ou circunstâncias diversas, dentro e fora do contexto escolar. Assim, é uma utopia pensar, desejar e acreditar que a escola, o ensino formal ensinarão a não escrever errado ou a não mais cometer erros ortográficos, entretanto, sendo a educação um processo que envolve transformações no sujeito que aprende, esse ensino pode assumir uma postura de novos sentidos e experiências para a vida dos aprendizes. O estudo tem como objetivo mostrar aos professores das séries iniciais que a aplicação das disciplinas em suas aulas de ortografia e escrita poderá levar seus alunos a produzirem textos reduzindo erros ortográficos. Por meio da metodologia quanlitativa de pesquisa, conclui-se que os educadores não devem apenas apontar os equívocos e sim abrir reflexões sobre os erros ortográficos cometidos pelas crianças no período de alfabetização afim de realizar o ensino crítico da ortografia. Abstract Spelling doubts will always exist in different situations or circumstances, inside and outside the school context. Thus, it is a utopia to think, desire and believe that school, formal education will teach not to write wrong or to no longer make spelling mistakes, however, since education is a process that involves transformations in the subject who learns, this teaching can assume a posture of new meanings and experiences for the apprentices' lives. The study aims to show teachers of the initial series that the application of disciplines in their spelling and writing classes can lead their students to produce texts by reducing spelling errors. Through the quantitative research methodology, it is concluded that educators should not only point out the mistakes, but open reflections on the spelling mistakes made by children in the literacy period in order to carry out the critical teaching of spelling. %U https://revista.ugb.edu.br/index.php/episteme/article/view/2663 %J Episteme Transversalis %0 Journal Article %V 13 %N 3 %@ 2236-2649 %8 2022-12-22