A Consciência Fonológica na formação de professores
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2017-06
Autores
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Forneck, Kári Lúcia
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Forneck, Kári Lúcia
Bublitz, Grasiela Kieling
Vivian, Danise
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A Educação Infantil e os primeiros anos do Ensino Fundamental são importantíssimos para o desenvolvimento da criança, pois é nesses primeiros anos que se desenvolvem as capacidades de perceber as relações entre os sons e grafemas e a habilidade de manipulação dos sons da fala em componentes menores – palavras, sílabas e fonemas. Além disso, as competências fonológicas colaboram para a aprendizagem da escrita e da leitura, pois, assim, a criança terá mais facilidade em relacionar os fonemas e os grafemas, refletindo sobre os sons e a forma de representá-los na escrita. Dessa forma, os educadores são de extrema importância para o desenvolvimento da Consciência Fonológica, pois é a partir das experiências propostas e planejadas por eles que as crianças irão desenvolver a relação entre fonemas e grafemas, mesmo antes de conhecer as letras e as suas formas, contribuindo, assim, futuramente, na alfabetização. Tendo em vista esse arcabouço conceitual, esta pesquisa apresenta uma investigação na formação de professores. A proposta de trabalho é colaborar na formação dos professores para que percebam a importância de desenvolver a Consciência Fonológica nas suas práticas pedagógicas. A metodologia abrange oficinas para professores em formação, em nível médio – Curso Normal, como também planejamento de uma intervenção didática e aplicação em turmas da Educação Infantil. Já para a coleta de dados, foram aplicadas duas entrevistas, uma no início da pesquisa e outra no final dos encontros. Como resultado, verifica-se que os professores em formação possuem conhecimentos e percebem a importância de desenvolver a Consciência Fonológica nas crianças.
Basic school and the first years of elementary school are very important for the development of children, because it is in these early years that the ability to perceive the relations between sounds and graphemes and the ability to manipulate speaking sounds in minor components - words, syllables and phonemes. In addition, phonological skills contribute to the learning of writing and reading, because the child will be able to relate phonemes and graphemes more easily, reflecting on the sounds and how to represent them in writing. Thus, educators are extremely important for the development of phonological awareness, since it is from the experiences proposed and planned by them that children will develop the relationship between phonemes and graphemes even before knowing the handwriting and their forms, this way contributing to literacy in the future. In view of this conceptual framework, this research presents an investigation in teacher education. The work proposal is to collaborate in the qualification of teachers so that they realize the importance of developing the Phonological Awareness in their pedagogical practices. The methodology includes workshops for teachers in training, at the intermediate level - Normal Course, as well as planning a didactic intervention and application in classes of Basic school. For the data collection, two interviews were applied, one at the beginning of the research and the other it the end of the meetings. As a result, it turns out that the teachers in training possess have knowledge and realize the importance of developing phonological awareness in children.
Basic school and the first years of elementary school are very important for the development of children, because it is in these early years that the ability to perceive the relations between sounds and graphemes and the ability to manipulate speaking sounds in minor components - words, syllables and phonemes. In addition, phonological skills contribute to the learning of writing and reading, because the child will be able to relate phonemes and graphemes more easily, reflecting on the sounds and how to represent them in writing. Thus, educators are extremely important for the development of phonological awareness, since it is from the experiences proposed and planned by them that children will develop the relationship between phonemes and graphemes even before knowing the handwriting and their forms, this way contributing to literacy in the future. In view of this conceptual framework, this research presents an investigation in teacher education. The work proposal is to collaborate in the qualification of teachers so that they realize the importance of developing the Phonological Awareness in their pedagogical practices. The methodology includes workshops for teachers in training, at the intermediate level - Normal Course, as well as planning a didactic intervention and application in classes of Basic school. For the data collection, two interviews were applied, one at the beginning of the research and the other it the end of the meetings. As a result, it turns out that the teachers in training possess have knowledge and realize the importance of developing phonological awareness in children.
Descrição
Palavras-chave
Consciência Fonológica; Formação de professores; Aquisição da linguagem; Educação Infantil
Citação
DIEHL, Joseane. A Consciência Fonológica na formação de professores. 2016. Artigo (Graduação) – Curso de Letras, Universidade do Vale do Taquari - Univates, Lajeado, 24 out. 2016. Disponível em: http://hdl.handle.net/10737/1563.