“Era uma vez... o alfaletrar!”: a consciência fonológica como mediação do processo de aquisição de leitura e escrita nos anos iniciais

Abstract

This text is a Final Course Work, a requirement for the title of Bachelor of Education. This work is the result of a research carried out during the development of a teaching project, of the Bachelor's Degree Program, the PROLICEN of CCHSA, Campus III/UFPB, at the Municipal Elementary School "Antônio Coutinho de Medeiros", located in the city of Bananas/PB. This research is committed from the perspective of contributing to the literacy and literacy of children in the process of acquiring reading and writing, based on activities that contemplate phonological awareness as a mediation of this process, with the general objectives: to analyze whether the contribution of the use of methodological strategies regarding phonemic awareness to the process of acquiring reading and writing occurs satisfactorily; to understand how phonological awareness contributes to the association between sound and spelling of students in the initial years of elementary school, with children from the 1st and 2nd grades of a multi-year class; contribute to teacher training so that Phonological Awareness is adopted as a pedagogical practice in literacy. Regarding the methodological approach of the research, it has a qualitative nature, and its data collection was based on observations and informal interviews in situ with the class teacher, theoretically based on bibliographical and documentary research, which supported the linguistic context linked to literacy and literacy, that is, to “alphaliteracy”, extending to the phonic method, generating the concept of “phonological awareness”, a term related to the literacy student and his/her linguistic development, referenced by the thinking of Emília Ferreiro, Magda Soares, among other legal contributions, intended to analyze the object of study of the highlighted research. Regarding the results, they were achieved in a satisfactory manner, which could reaffirm that the use of phonological awareness contributes to the literacy process, since it constitutes an essential part of its development, making learning meaningful and conscious for students. It is also concluded that there is a need for reflections that consider it relevant to understand that our language is, eminently, phonological, which should guide the educator's practice in the mediating processes for the construction of a literate, meaningful, effective and, above all, timely literacy.