As cantigas de roda como estratégias de mediação no processo de aquisição da leitura e escrita em crianças nos anos iniciais do ensino fundamental

Abstract

Reading and writing are present in all social contexts, and children immersed in various practices, increasingly participate in a literate world. However, a significant number of students in the early years of Elementary School face difficulties in phonological awareness, decoding (reading), and encoding (writing) when appropriating reading and writing skills. In this context, the teacher must play a fundamental role, using attractive methodological resources, such as textual genres, to promote effective literacy in articulation with the conception of language literacy. Aiming at this possibility, the present research has the general objective of encouraging the use of traditional children's folk songs (cantigas de roda) in the initial years of Elementary School classes to contribute to the meaningful acquisition of reading and writing. The specific objectives are: To explore theoretical conceptions about the acquisition of reading and writing; To discuss how traditional children's folk songs can be allies to linguistic and cognitive development; To present a pedagogical workbook, with teaching sequences about traditional children's folk songs, to facilitate the learning of reading and writing in the initial years of basic education, thus helping teachers to use dynamic and creative tools that can ensure satisfactory learning. For this research, we are based on the historical conceptions and literacy methods in Brazil, from the contributions of Soares (2010) and Kleiman (2008). We approach textual genres from the perspective of Bakhtin (1997) and Marcuschi (2005), and we dialogue with various authors on the concepts of traditional children's folk songs from the perspective of Cascudo (1978, 1988, and 2012) and Melo (1974). We opted for research of a bibliographic nature and a qualitative approach to discuss and understand that children can learn through various languages and playful activities, such as circle games/songs. As a result, we highlight the possibility that the Pedagogical Notebook, through didactic sequences featuring the songs Ciranda, cirandinha, A canoa virou, and Escravos de Jó, can contribute significantly to the successful acquisition of the reading and writing system. It is understood, therefore, that working with circle songs (or ring rhymes/singing games) in the early years of Elementary School is highly relevant, since the teacher is the agent who transforms the classroom into a literate environment, using the texts that circulate in society as a bridge for the appropriation of the writing system, creating a playful and culturally relevant connection between orality and writing.