O ensino-aprendizagem da consciência fonológica em materiais didáticos de educação infantil e de séries iniciais do ensino fundamental

Abstract

This study has as objective investigate how the pedagogic materials of the first school years work out the phonological awareness. As theoretical support, we report to the contribution of Barrera (2003), Guimarães (1995) and Bradley and Bryant (1985), who stands up for phonological awareness as a kind of metalinguistic ability necessary for the learning of reading and writing. We have followed the theoretical principles of Morais (2012), Capovilla et al (2007), Adams et al (2006), Cielo (2001) and (1996), arguing that the phonological awareness is manifested by the child capacity of reflecting upon linguistic structures and the capacity of segmenting them in minimum units. Thus, sentences are formed of words, words are formed of sounds sequences, and phonemes are blended with graphemes. Such presuppositions constitute the initial part of this work. Taking that into consideration, we have presented some graphic and phonological principals which require the development of this ability, according to Faraco (2005) and Silva (1993); then, we have discussed the role of pedagogic materials as mediators of the teaching-learning process. Finally, we have conducted a documental research with seven pedagogic materials from the Child Education IV to the 3rd Grade of Elementary School, adopted by county public schools of Sobral, Ceará. The analysis allowed us notice that the pedagogic materials have a great contribution in the development of phonological awareness. Since the Child Education IV, the child is exposed to metaphonological activities related to the identification of words’ initial sounds. In terms of linguistic knowledge, all the activities of this school stage follow this pattern, alongside with others that work out the idea of symbol, visual perception, and motor coordination. The metaphonological activities of recognition of words’ initial sounds are extended to the Child Education IV with other types, such as identification of rhymes and letters for completing words. In the 1rst Grade, almost all the activities proposed by the materials are metaphonological, since this school year is addressed to the learning of reading and writing accord to the guidelines of MEC. The 2nd and 3rd Grades’ materials also present a significant amount of metaphonological activities. Despite embracing a substantial number of metaphonological activities, we have noticed the absence of concepts and examples regarding the contents studied in order to guide the teachers and the children during the activities accomplishment.