https://repositorio.ufpb.br/jspui/handle/tede/4326 MPLE 2026-09-21T08:50:32Z https://repositorio.ufpb.br/jspui/handle/123456789/38889 Título: A semântica e os jogos linguísticos como caminhos para o letramento na educação infantil: experiências com crianças de 3 a 4 anos em Fortaleza-CE Autor(es): Sousa, Nidiane Marjorie Silveira de Orientador: Ferraz, Mônica Mano Trindade Abstract: Literacy in the early years of life represents a challenge for teachers, as it requires the promotion of playful experiences from early childhood, respecting the stages of child development and valuing play and interaction. In light of these arguments, it should be noted that this research sought to contribute to the process of building and expanding the vocabulary of children aged 3 to 4 years old, enrolled in a regular early childhood education classroom, through the development of intervention proposals using word games. The ability of young children to understand semantic fields was analyzed, verifying their ability to categorize words according to their characteristics or functions, even without having mastered reading skills. In this sense, the reflections of Soares (2020) were particularly relevant to our work, arguing that it is essential to understand the relationship between the terms literacy and literacy as overlapping processes, forming a whole, even though they are interdependent and coexist contemporaneously. Hachimoto (2024) also supported our research by considering the processes of literacy and literacy, especially in early childhood education, as the basis for the development of linguistic and cognitive skills, essential throughout school life, making it necessary to explore these concepts from the early years. The results of our work were obtained through the observation of children aged 3 to 4 years old in the school context. Data collection was carried out using observation tools, which consisted of word games presented to children in a playful context. Based on the research findings, it can be concluded that the use of word games is an effective strategy for promoting lexical development and literacy in early childhood education. The interventions showed that children aged 3 to 4 years can construct meanings, expand their vocabulary, and use language as a form of interaction and expression in playful and mediating contexts, reaffirming the importance of play as the axis of pedagogical practices focused on language. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-15T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38844 Título: A consciência fonológica na consolidação da alfabetização de aluno no 5º ano do Ensino Fundamental Autor(es): Silva, Iane Mirele Mendes da Orientador: Pedrosa, Juliene Lopes Ribeiro Abstract: This research aimed to develop and apply a pedagogical practice focused on phonological awareness activities for a 5th-grade elementary school student. Despite having completed the literacy phase, the student still struggled with discriminating and correctly using consonants with biunivocal correspondence, particularly in cases like the interchange between /p/ and /b/ sounds (and their corresponding letters, P and B), both in reading and writing. To understand the causes of these difficulties, potential factors contributing to delayed literacy consolidation were investigated, including analysis of recurrent writing errors such as letter substitutions and omissions. The theoretical framework drew upon authors such as Cosenza and Guerra (2011) on language acquisition, and studies in Phonetics, Phonology, and Phonological Awareness (Soares, 2020; Seara, 2015; Adams et al., 2006; Alves, 2012; Cagliari, 2005), emphasizing voice voicing opposition in minimal pairs of consonants. The research adopted a qualitative, interventionist, and case study approach (Bortoni-Ricardo, 2008; Gerhardt and Silveira, 2009), conducted with a child from Nossa Senhora Aparecida Municipal School in Pirpirituba-PB. Following an initial diagnostic assessment, intervention activities based on Alves (2012); Soares (2020) were planned and implemented to strengthen phonological awareness and overcome difficulties with phoneme-grapheme correspondence. Intervention results showed significant progress in the child's ability to audibly discriminate and graphically represent consonant pairs, with a reduction in /p/ and /b/ interchanges evidenced in pre- and post-intervention data comparison. This analysis was grounded in authors such as Zorzi (2008), Simões (2006), Valente (1997); Freitag (2020). It is concluded that phonological awareness-focused practices effectively promoted advancements in mastering the alphabetical system and in the development of reading and writing skills. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2024-01-31T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38735 Título: A construção argumentativa no gênero artigo de opinião: uma proposta de escrita para o nono ano do ensino fundamental Autor(es): Silva, Clarice Mesquita Orientador: Ferraz, Mônica Trindade Abstract: No abstract. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-09T00:00:00Z https://repositorio.ufpb.br/jspui/handle/123456789/38540 Título: Consciência fonológica e ensino: uma proposta de material didático para o 1º ano do ensino fundamental Autor(es): Lucena, Edenilza Silva Orientador: Pedrosa, Juliene Lopes Ribeiro Abstract: This research aims primarily to develop a proposal for didactic material focused on the development of phonological awareness in first-grade elementary school children. Grounded in language acquisition theories, with emphasis on the studies of Piaget (1999), Vygotsky (1994), Ferreiro and Teberosky (1986), the research argues that mastery of oral language is essential for the appropriation of the alphabetic writing system. The author begins with the observation that, although orality is a key component in the literacy process, it is still frequently neglected in pedagogical practices, which tend to prioritize writing. In this context, the study proposes a didactic approach that values orality and employs oral genres such as tongue twisters, nursery rhymes, and folk songs to stimulate phonological awareness at its various levels — lexical, syllabic, rhyming and phonemic. The research adopts a qualitative and applied approach, based on a literature review and the development of a sequence of pedagogical activities. As a practical contribution, it offers methodological support for literacy teachers, highlighting that phonological awareness, when addressed in a planned, playful, and contextualized manner, significantly enhances the learning of reading and writing. The proposal, therefore, assumes a formative and integrative role, contributing to teaching practices and to the promotion of a more effective and inclusive literacy process. Editor: Universidade Federal da Paraíba Tipo: Dissertação 2025-12-16T00:00:00Z