A contribuição da consciência fonológica para apropriação do sistema de escrita alfabética: uma experiência de intervenção didática no Programa de Residência Pedagógica na educação infantil

Abstract

The article aims to present the theoretical and methodological references of the intervention project developed in the Pedagogical Residency Program, at the Faculty of Education, Federal University of Amazonas. The intervention took place in one of the schools attended by children from Early Childhood Education, focusing on activities directed to significant reading and writing practices, more specifically, the development of phonological awareness skills. On this theme we brought as theoretical assumptions the contributions of Morais (2019) and Soares (2017, 2020), which are national reference in the field of literacy and reading. We conclude that pedagogical practices focused on activities that encourage children to reflect on oral and written language are fundamental for the appropriation of the alphabetic writing system.