Consciência fonológica na alfabetização: contribuições para apropriação do sistema de escrita alfabética

Abstract

Studies show that phonological awareness, the ability to reflect on the sounds of speech, assists in understanding the phoneme-grapheme relationship, one of the skills required for literacy. Based on this assumption, this research proposes the following question: In what ways is work with phonological awareness developed and explored in the pedagogical practices of first-grade teachers in the context of literacy? The general objective of this research is to investigate teachers’ perceptions of phonological awareness and the ways in which this skill is developed in the classroom. As specific objectives we pretend to: (i) to investigate teachers’ perceptions of phonological awareness; (ii) to map pedagogical strategies and resources used by teachers for the development of phonological awareness in the classroom; and (iii) to analyze evidence of students’ progress in the acquisition of alphabetic writing. The theoretical framework was based on the studies of Morais (2012, 2019), Rigatti-Scherer (2020), and Soares (2004, 2016, 2020). Methodologically, this is an exploratory study with a quali-quantitative approach, conducted with four literacy teachers and 30 first-grade students from a public school. Data collection involved structured interviews with the literacy teachers, classroom observations, and the administration of diagnostic writing assessments at two different moments. The interview analyses showed that literacy teachers advocate for a systematic approach to phonological awareness and argue that it contributes to the development of alphabetic writing. In students’ performance, progress was observed in their stages of writing. It is concluded that phonological awareness is a necessary skill for the acquisition of reading and writing; however, for this to occur, planned, systematic, and intentional teaching practices are required.The educational product, in the form of an ebook, proposes activities that link theory and practice, combining playfulness and systematization in the development of syllabic awareness.