O desenvolvimento da consciência fonológica intrassilábica através das cantigas de roda na educação infantil: uma proposta didática para o processo de alfabetização

Abstract

The present work investigated, through nursery rhymes, the development of phonological awareness, at the intrasyllabic level, in children in early childhood education. It is an applied study with a qualitative approach, using participant observation, action research and case study as procedures. It was developed with children between 3 and 4 years old in the kindergarten class IV belonging to a daycare center in the municipal public network in the city of Cabedelo - PB. To achieve our objective, we investigated which nursery rhymes are known to children, mapping the levels of phonological awareness and the main difficulties for the phonological development of this audience. We then proposed a sequence of activities to reduce the mapped difficulties, seeking to strengthen orality, a phonological base that will underlie the future process of acquiring reading and writing. The didactic intervention proposal consisted of activities that promote the development of phonological awareness and, consequently, oral development, based on the rhymes and alliteration found in nursery rhymes. Finally, we assessed whether there was a significant development of phonological awareness, which was explained in the report of the intervention proposal. To provide a theoretical basis for this work, the studies developed by Vigotski (1984), Marcuschi (2004), Cardoso-Martins (1991), Cristófaro-Silva (2003), Capovilla and Capovilla (2010-2011), Callou and Leite were fundamental. (2009), Lamprecht (2009) and Adams; Foorman; Lundberg; Beeler (2006), which supported our conception of learning, speaking and phonological awareness. Based on the results of this study, we give new meaning to the teaching-learning process, reflecting on our practice in the classroom.