Consciência fonológica e ensino: uma proposta de material didático para o 1º ano do ensino fundamental

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.