Consciência fonológica e aprendizagem da língua escrita : o papel do conhecimento (meta)linguístico do professor alfabetizador do ciclo da infância

• Ano de defesa: 2012
• Autor(a) principal: Ramos, Norma Suely Campos
• Orientador(a): Scherer, Lilian Cristine
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
• Programa de Pós-Graduação: Programa de Pós-Graduação em Letras
• Departamento: Escola de Humanidades
• País: Brasil
• Palavras-chave em Português: Consciência Fonológica; Princípio Alfabético; Alfabetização; Formação de Professores; Fundamentação Linguística
• Palavras-chave em Inglês: Phonological Awareness; Alphabetical Principle; Literacy; Teacher Training; Linguistic Foundation
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/9438

This work deals with the importance of phonological awareness associated to the explicitness of the alphabetical principle in the process of written language learning. The research has two points: the work with linguistic studies focused on literacy and phonological awareness with a group of voluntary teachers and the analysis of the writing process with students. Data was collected in four classes of 1st year in a city Elementary School in União-PI, this is, four classes which belong to „Ciclo da Infância‟. In two of them the literacy process was developed with the insertion of activities on phonological awareness and the explanation of the alphabetical principle in their pedagogical routine (Experimental Group – students oriented by the teachers who took part in the studies about basic linguistics). All the kids in the research (Experimental and Control groups) were evaluated on their progress in writing (four words and one sentence dictation) and on the development of phonological awareness (CONFIAS, Moojen et al., 2003) at three points throughout the school year: April, July and December. Moreover, the researcher monitored the activities developed by the teachers in class. It was verified that 33% of the kids in the Experimental Group were in level 5 of the writing learning process in July, according to Ferreiro and Teberosky (1999), whereas the Control Group did not reach this percentage even in December. Similarly, the Experimental Group reached better results in the phonological awareness evaluation, showing progress in each round of the test. It is possible to conclude that the use of activities to develop phonological awareness with the kids in „Ciclo da Infância‟, associated to the account for the alphabetical principle, can result in a better performance in written language learning. Thus, we highlight the importance of the linguistic background of the teacher concerning the role of metalinguistic awareness of their students in the process of written language learning.