Consciência fonológica na alfabetização e letramento: trabalho com projetos

Abstract

Phonological awareness, the ability to manipulate the sound units of language, contributes to literacy processes, as these skills of identifying, manipulating, and understanding speech sounds help in recognizing the alphabetic system. This enables children to recognize sounds and manipulate rhymes, syllables, alliterations, and phonemes, facilitating reading comprehension. With this in mind, this study aims to establish a dialogue between literacy processes and the development of phonological awareness skills, intending to contribute to the understanding of the relationship between graphemes and phonemes, that is, the written code and its respective sounds, using project-based learning methodology, with suggestions for playful practical activities applied in the classroom. The theoretical and methodological approaches include bibliographic research on the topic, based on the proposals and levels of phonological awareness and literacy (Alves, 2012; Morais, 2019) and Soares (2024), and proposals for active learning methods from a project perspective (Bacich; Moran, 2017; Mattar, 2017). The proposal includes the organization of a project designed to work with students in the literacy phase of elementary school, early years (age range from preschool i to 3º grade), based on work with phonological awareness skills. The results, from the theoretical research, demonstrate the close relationship between phonological awareness and literacy processes. Similarly, project-based learning, combining playful practices, constitutes an organized way to assist in the development of phonological awareness, enabling students to gradually understand the relationship between letters and sounds, differentiating the sound and graphic aspects of written language. Thus, the proposal, by integrating phonological awareness with practices involving literacy processes through projects, strengthens the development of skills worked on for better understanding and use of the written code, contributing to a more meaningful and consolidated literacy process in the early years.