Consciência fonológica e alfabetização : uma análise dos exercícios propostos nos livros didáticos

Detalhes bibliográficos
Ano de defesa: 2014
Autor(a) principal: Vieira, Anabelle Veloso de Melo lattes
Orientador(a): Barros, Isabela Barbosa do Rêgo lattes
Banca de defesa: Vogeley, Ana Carla Estellita lattes, Fonte, Renata Fonseca Lima da lattes
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Católica de Pernambuco
Programa de Pós-Graduação: Mestrado em Ciências da Linguagem
Departamento: Ciências da Linguagem
País: BR
Palavras-chave em Português:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
Link de acesso: http://tede2.unicap.br:8080/handle/tede/795
Resumo: This research, developed by a quantitative / qualitative approach, was based on the analysis of two textbooks, randomly selected, but adopted for literacy classes in a public school and a private one in Recife and its metropolitan zone, and approved in the National Program of Textbook in 2013. Its objective was to identify the incidence of activities which support the acquisition of writing in children from phonological consciousness training classifying these proposals according to the subdivisions of Gombert (2003 ), giving these exercises the theoretical perspectives that underlie these activities . The researches on the acquisition of written language by Ferreiro and Teberosky (1980) and the studies on the importance of phonological consciousness exercises set by Capovilla (2007) and Gombert (2003) will be considered, aiming to confirm the argument that alphabetizing foresees complex and distinct processes, ranging from encouraging reading and writing, with applicability in daily life, until the process of systematization , which implies understanding , by the child, of an auditory - visual code. The data analysis showed that there is great quantitative disparity in the exploration of the axes of Portuguese language, with great highlight on working with reading and textual interpretation, but that metaphonological skills are exploited as a resource for fostering the writing acquisition, although they appear in much lower numbers than the textual proposals.