Implicações da consciência fonológica no processo de alfabetização em um contexto de aprendizagem

Abstract

Alphabetic writing, as a cultural object, is a representative construction of oral communication. Anchored in a symbolic system of representation, it reveals communicative intention and presents social functions and concrete means of existence. It is a process of representation that uses a symbolic system, requiring complex cognitive movement, metalinguistic activity, lexical and cultural repertoire - to produce communication. In the process of understanding the alphabetic principle, the learner relies, among other factors, on phonological awareness. This includes the focus on the speech sound stratum, its segmentation and discrimination. It implies cognitive operations involving different segments of this sound chain, such as words, rhymes, alliterations, syllables and phonemes, and may reach greater or lesser complexity. Phonological awareness has been evaluated for research purposes, accompanied by stimulation to verify its efficacy. The evaluation and stimulation of phonological awareness are relevant in the educational reality as another support tool for the consolidation of literacy. Phonological awareness can be mobilized in the clinical scope, including the psycho-pedagogical one, as support both in the prevention and remediation of changes in the path of literacy. The aim of this paper is to focus on phonological awareness as part of the literacy process, which is inserted in a learning context