A consciência fonológica na consolidação da alfabetização de aluno no 5º ano do Ensino Fundamental

Abstract

This research aimed to develop and apply a pedagogical practice focused on phonological awareness activities for a 5th-grade elementary school student. Despite having completed the literacy phase, the student still struggled with discriminating and correctly using consonants with biunivocal correspondence, particularly in cases like the interchange between /p/ and /b/ sounds (and their corresponding letters, P and B), both in reading and writing. To understand the causes of these difficulties, potential factors contributing to delayed literacy consolidation were investigated, including analysis of recurrent writing errors such as letter substitutions and omissions. The theoretical framework drew upon authors such as Cosenza and Guerra (2011) on language acquisition, and studies in Phonetics, Phonology, and Phonological Awareness (Soares, 2020; Seara, 2015; Adams et al., 2006; Alves, 2012; Cagliari, 2005), emphasizing voice voicing opposition in minimal pairs of consonants. The research adopted a qualitative, interventionist, and case study approach (Bortoni-Ricardo, 2008; Gerhardt and Silveira, 2009), conducted with a child from Nossa Senhora Aparecida Municipal School in Pirpirituba-PB. Following an initial diagnostic assessment, intervention activities based on Alves (2012); Soares (2020) were planned and implemented to strengthen phonological awareness and overcome difficulties with phoneme-grapheme correspondence. Intervention results showed significant progress in the child's ability to audibly discriminate and graphically represent consonant pairs, with a reduction in /p/ and /b/ interchanges evidenced in pre- and post-intervention data comparison. This analysis was grounded in authors such as Zorzi (2008), Simões (2006), Valente (1997); Freitag (2020). It is concluded that phonological awareness-focused practices effectively promoted advancements in mastering the alphabetical system and in the development of reading and writing skills.