Consciência fonológica na formação docente de pedagogos

Abstract

The present work has as main objective to investigate the knowledge of the final students of the course of Pedagogy of the Federal University of Paraíba - UFPB / campus I about phonological awareness. To analyze the contribution of phonological awareness to teacher training of the pedagogue, to highlight the connection with literacy and literacy processes. The work received the focus after it was observed that during graduation there was no due contact with the phonological awareness through the flexible components. With phonological awareness embedded in the process of literacy and literacy of the child, it is relevant to think of how graduating students are being prepared to become literacy teachers if they have gained knowledge about this area. In the paper the authors are Soares (2000), Adams (2006), Grossi (1985), Moraes (2002), Lamprecht (2004), Montalvão and Mizukami (2002) among others. A semistructured questionnaire was used as a data construction tool, with twelve questions, seven objective and five subjective, applied to the students of the last period of the Pedagogy course of the morning and afternoon shift. The methodology of the qualitative research allowed a better understanding of the implications that motivated the work. According to what has been observed through the questionnaires, it can be understood that, although the Pedagogy course is forming pedagogues to act in the initial years of elementary school, the students did not register the knowledge on this subject, whether they are or not working in the area, but who will never hear about phonological awareness. This research, in turn, could be another tool for future research on the subject, and the researcher in question intends to deepen the linguistic area for its improvement and better contribute in this field in her profession.