Consciência fonológica e aprendizagem da leitura e da escrita: reflexões sobre alfabetização
Carregando...
Data
2024-03-05
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa tematiza os processos de alfabetização na escola pública brasileira, iniciando-se por uma breve abordagem histórica de seus caminhos, desde o século XIX, com a metodização das cartilhas, até os dias atuais com a definição das aprendizagens essenciais trazidas pela BNCC. Este documento normativo, por sua vez, evidencia que para aprender a ler e escrever é preciso entender como funciona o sistema de escrita alfabética. E este entendimento requer a percepção das relações fonema-grafema, que envolvem a consciência fonológica (BRASIL, 2018, p. 90). Nesta perspectiva, a partir da pesquisa-ação participativa com uma turma de primeiro ano da educação básica, da escola pública EMEF Georgina Amaral Santos Lopes, localizada no município de Ourinhos, São Paulo, a professora-pesquisadora desenvolveu um trabalho de intervenção em sala de aula para entender como a consciência fonológica auxilia na alfabetização. Durante quatro semanas, em encontros diários, articulamos a aplicação de uma sequência de atividades, relativas às habilidades fonológicas, adequando-se ao contexto da turma. Fundamentada por nosso quadro teórico, composto pelos autores Adams et al. (2006), Faraco (2021), Freitas (2004), Lemle (2011), Cagliari (1992, 2002, 2006, 2008), Massini-Cagliari (2009); Massini-Cagliari e Cagliari (2008), Morais (2020), Stampa (2018) e Soares (2004, 2021), realizamos uma análise reflexiva, para comparar os resultados obtidos ao final desta pesquisa, com os dados coletados dos testes dos níveis da consciência fonológica. Além da reflexão sobre a prática pedagógica, os dados permitiram assentir ou refutar se de fato os conhecimentos fonológicos exercem influência na aprendizagem da leitura e escrita, como defendem os autores pesquisados.
This research focuses on literacy processes in Brazilian public schools, starting with a brief historical approach to their paths, from the 19th century, with the methodization of booklets, to the present day, with the definition of essential learning brought by the BNCC. This normative document, in turn, highlights that to learn to read and write it is necessary to understand how the alphabetic writing system works. And this understanding requires the perception of phoneme-grapheme relationships, which involve phonological awareness (BRASIL, 2018, p. 90). In this perspective, based on participatory action research with a first-year class of basic education, from the public school EMEF Georgina Amaral Santos Lopes, located in the municipality of Ourinhos, São Paulo, the teacher-researcher developed intervention work in a classroom class to understand how phonological awareness helps literacy. During four weeks, in daily meetings, we articulated the application of a sequence of activities, related to phonological skills, adapting to the class context. Based on our theoretical framework, composed by authors Adams et al. (2006), Faraco (2021), Freitas (2004), Lemle (2011), Cagliari (1992, 2002, 2006, 2008), Massini-Cagliari (2009); Massini-Cagliari and Cagliari (2008), Morais (2020), Stampa (2018) and Soares (2004, 2021), we carried out a reflective analysis, to compare the results obtained at the end of this research, with the data collected from the level tests of phonological awareness. In addition to reflecting on pedagogical practice, the data allowed us to assent or refute whether in fact phonological knowledge has an influence on learning to read and write, as argued by the researched authors.
This research focuses on literacy processes in Brazilian public schools, starting with a brief historical approach to their paths, from the 19th century, with the methodization of booklets, to the present day, with the definition of essential learning brought by the BNCC. This normative document, in turn, highlights that to learn to read and write it is necessary to understand how the alphabetic writing system works. And this understanding requires the perception of phoneme-grapheme relationships, which involve phonological awareness (BRASIL, 2018, p. 90). In this perspective, based on participatory action research with a first-year class of basic education, from the public school EMEF Georgina Amaral Santos Lopes, located in the municipality of Ourinhos, São Paulo, the teacher-researcher developed intervention work in a classroom class to understand how phonological awareness helps literacy. During four weeks, in daily meetings, we articulated the application of a sequence of activities, related to phonological skills, adapting to the class context. Based on our theoretical framework, composed by authors Adams et al. (2006), Faraco (2021), Freitas (2004), Lemle (2011), Cagliari (1992, 2002, 2006, 2008), Massini-Cagliari (2009); Massini-Cagliari and Cagliari (2008), Morais (2020), Stampa (2018) and Soares (2004, 2021), we carried out a reflective analysis, to compare the results obtained at the end of this research, with the data collected from the level tests of phonological awareness. In addition to reflecting on pedagogical practice, the data allowed us to assent or refute whether in fact phonological knowledge has an influence on learning to read and write, as argued by the researched authors.
Descrição
Palavras-chave
Consciência fonológica, Alfabetização, Leitura e escrita, Phonological awareness, Literacy, Reading and writing
Como citar
GREGÓRIO, Lucimara Cristina. Consciência fonológica e aprendizagem da leitura e da escrita: reflexões sobre alfabetização. 2024. 176 f. Dissertação (Mestrado Profissional em Letras) - Universidade Estadual Paulista (UNESP), Faculdade de Ciências e Letras, Assis, 2024.