Crenças e atitudes de professores quanto ao trabalho com a consciência fonológica nos processos de alfabetização e letramento

Abstract

Once the appropriation of the alphabetic writing system and the reading processes are related to the development of Phonemic Awareness, the work with Phonological Awareness, as it involves the manipulation of these smaller units of the language, is of great importance in the development of Reading and Writing by children in the Literacy and Literacy phase. Given that, the theme of this research includes an investigation into what teachers who work in the early years of Elementary School 1 know about working with Phonological Awareness and if they do, how they develop activities that involve these skills in their classroom. The research sample included a group of teachers who work in the initial phase of literacy, which comprises the classes of Preschool, 1st year, 2nd year and 3rd year of Elementary School I. These teachers were consulted through a questionnaire, via Google Forms, with questions that sought to know: (a) if they know and work with Phonological Awareness; (b) how they think the Phonological Awareness contributes to the teaching and learning process; in addition, (c) how phonemes, syllables and rhymes are used in their classes. The obtained results show that most of the literacy teachers that were interviewed have knowledge about what it is and what it involves to work with Phonological Awareness, as well as they agree with its contribution to the development of reading and writing. In practice, however, these teachers, in their majority, still show preference for syllabic and alphabetic literacy methods, also because they are better known for being present in the material they use. Therefore, the need for preparing the teacher to work with skills that involve Phonological Awareness is evaluated.