A importância do desenvolvimento da Consciência Fonológica na Educação Pré-Escolar e no Ensino do 1.º Ciclo do Ensino Básico
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2018-04-19
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A consciência fonológica é, de uma forma sucinta, o entendimento de que as palavras são feitas de sons e engloba a capacidade de reconhecer rimas, identificar, reconstruir, segmentar e manipular os sons nas palavras faladas. Esta habilidade assume uma grande importância no âmbito do ensino pré-escolar e do 1.º Ciclo do Ensino Básico (CEB), uma vez que pode influir no desenvolvimento da linguagem oral e escrita, na pronunciação das palavras, na associação dos grafemas aos fonemas, entre outros. Assim, as investigações mais recentes revelam que a consciência fonológica tem um papel determinante na garantia do sucesso escolar e na erradicação de dificuldades sentidas a nível da aprendizagem da leitura e escrita. Neste contexto, considera-se importante que a consciência fonológica comece a ser desenvolvida desde cedo no ensino pré-escolar, dando-se continuidade a este processo no 1.º CEB. Tendo em conta estes pressupostos, no presente documento, na primeira parte, dedicada à fundamentação teórica, pretende-se refletir sobre o conceito de consciência fonológica, realçando-se a importância desta habilidade no ensino pré-escolar e no 1.º CEB e apresentando um conjunto de propostas didáticas para desenvolver a consciência fonológica de uma forma lúdica e apelativa para as crianças. A segunda parte deste trabalho é constituída pela contextualização das instituições em que realizei a minha Prática de Ensino Supervisionada (PES) e pelo relato da minha prática de estágio, com especial enfoque para a consciência fonológica. Para terminar, serão apresentadas as conclusões finais e as referências bibliográficas, seguindo-se todos os apêndices e anexos.
Phonological awareness is, in a succinct way, understand that the words are made of sounds and it is also the ability to recognize rhymes, identify, reconstruct, segment, and manipulate sounds in spoken words. This ability have a great importance in pre-school and 1st CEB teaching, since it can influence the development of oral and written language, pronunciation of words, association of graphemes with phonemes, between others. Apropos, the most recent research reveals that phonological awareness plays a decisive role in guaranteeing school success and in eradicating difficulties in reading and writing. In this context, it is considered important that phonological awareness begins to be developed early in pre-school education, continuing this process in the 1st CEB. Because these assumptions, in this document, the first part is dedicated to the theoretical foundation, and we intend to reflect on the concept of phonological awareness, emphasizing the importance of this ability in pre-school and 1st CEB and also presenting a set of didactic proposals to develop phonological awareness, in a playful and appealing way for children. The second part of this work is constituted by the contextualization of the institutions in which I performed my ESP and by the report of my internship practice, with a special focus on phonological awareness. Lastly, the final conclusions and bibliographical references will be presented, followed by all appendices and annexes.
Phonological awareness is, in a succinct way, understand that the words are made of sounds and it is also the ability to recognize rhymes, identify, reconstruct, segment, and manipulate sounds in spoken words. This ability have a great importance in pre-school and 1st CEB teaching, since it can influence the development of oral and written language, pronunciation of words, association of graphemes with phonemes, between others. Apropos, the most recent research reveals that phonological awareness plays a decisive role in guaranteeing school success and in eradicating difficulties in reading and writing. In this context, it is considered important that phonological awareness begins to be developed early in pre-school education, continuing this process in the 1st CEB. Because these assumptions, in this document, the first part is dedicated to the theoretical foundation, and we intend to reflect on the concept of phonological awareness, emphasizing the importance of this ability in pre-school and 1st CEB and also presenting a set of didactic proposals to develop phonological awareness, in a playful and appealing way for children. The second part of this work is constituted by the contextualization of the institutions in which I performed my ESP and by the report of my internship practice, with a special focus on phonological awareness. Lastly, the final conclusions and bibliographical references will be presented, followed by all appendices and annexes.
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Consciência Fonológica , Ensino do 1.º Ciclo do Ensino Básico , Educação Pré-Escolar , Oralidade , Leitura , Escrita , Propostas Didáticas