Banca de QUALIFICAÇÃO: MARCÍLIA ROLIM SOUZA DE PAULA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : MARCÍLIA ROLIM SOUZA DE PAULA
DATE: 30/10/2023
TIME: 09:00
LOCAL: Plataforma RNP
TITLE:

Phonological awareness and cyberpoems: a didactic proposal for not literate students in 5th grade classes

KEY WORDS:

literacy; phonologial awareness; spelling instruction; poem and cyberpoem.

PAGES: 33
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This study proposes a reflection on the importance of literacy for the further progression of students through different grades of regular education. Without being able to read and write, students will be subject to linguistic exclusion and dropping out of school, rendering them unable to achieve higher levels of literacy. In fact, we had identified a demand in 5th grade classes for students who had not consolidated literacy at the appropriate stage. In view of this, we sought to answer the following questions: what role of phonological awareness in the literacy of students beyond the initial literacy cycle? What leads students from the phase of not knowing how to read and write to mastering reading and writing? To answer these questions, we propose, through strategies to solidify the literacy process, a teaching prototype as described by Roxane Rojo (2017), with activities that focus on the levels of phonological awareness and regular direct phonographic correspondences: P, B, T, D, F and V, drawing from the lexicon of our language, specifically using words and exemplary sentences for literacy present in poems and cyberpoems, in 5th grade classes. As students progress along the path of writing, they need to simultaneously and progressively learn the language orthography. Here, we believe that teaching orthography (as a teaching object and not as a verification or assessment object) based on phonological awareness can be promoted by the poem/cyberpoem genre, since this genre mobilizes the sound knowledge of the language, given that speech sound perceptions are the initial step for students to develop phonological awareness. Our theoretical framework is based on studies on phonological awareness, orthography teaching and textual genre approach, according to Magda Soares (2004; 2020; 2023), Artur Gomes de Morais (2010), Mikaela Roberto (2016), and Roxane Rojo (2012).

COMMITTEE MEMBERS:
Interna - 2327924 - LUIZA ALVES DE OLIVEIRA
Presidente - 1629233 - MARLI HERMENEGILDA PEREIRA