O ensino das relações sons e letras e letras e sons no contexto da alfabetização no município de Vitória

• Ano de defesa: 2015
• Autor(a) principal: Rizzo, Joselma de Souza Mendes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Literacy; Sounds and letters and lette-sound relationships; Relações sons e letras e letras e sons; Leitura; Alfabetização; Escrita; Fonética; Educação - Vitória (ES); Ensino - Metodologia; Som; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1592

In this study, we aim to investigate how sounds and letters and letters and sounds relations (phonemes/graphemes) has been treated/worked in the initial learning cycle (Initial and Final Single Block or 1st and 2nd year of elementary school), by teachers in Vitória/ES, and how this dimension is linked to literacy concepts. We start from the idea that the teaching of sound and letters and letter-sound relations was not obscured over the last twenty years and it is the keynote of the literacy process in the municipality. We use Bakhtinian theoretical and methodological assumptions and perform analysis of notebooks used by children who attended the early years of literacy classes between 1991 and 2011, in this city, taking them as texts of media produced in school contexts. The results revealed that in the research’s period, the teaching of sound and letters and letters and sounds relations occurred primarily from activities that valued the identification and memorization of graphic aspects, used as resources for learning the sounds of the letters and the correct spelling of words and also that syllables and words were the most recurring units for the teaching and learning of these relations. We noted that were prioritized biunivocal relations between sounds and letters and letters and sounds and those expected by the context in which they occur. Activities recorded in the notebooks gave us evidence that literacy concepts that have guided the teaching and learning of sound and letters and letters and sounds relations are informed in language concepts that understands how to code set ready for use by the reader/writer/listener, and the text, most often, is used as a pretext for teaching these units.