Banca de QUALIFICAÇÃO: CATIA MARQUES DA COSTA BARBOSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : CATIA MARQUES DA COSTA BARBOSA
DATE: 30/06/2026
TIME: 11:30
LOCAL: Plataforma RNP
TITLE:

LEARNING TO READ AND WRITE IN AN ALFALETRAMENTO CONTEXT: A DIDACTIC-METHODOLOGICAL PROPOSAL BASED ON THE FABLE O CÃO E O CHACAL

KEY WORDS:

Alfaletramento. Phonemic awareness. Phoneme–grapheme correspondences. Retextualization. Fable.

PAGES: 37
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This study aims to investigate how a didactic and methodological intervention developed within the framework of alfaletramento—the integration of literacy acquisition and socially situated literacy practices—can contribute to the development of phonemic awareness and to the understanding of grapheme-to-phoneme and phoneme-to-grapheme correspondences involving the grapheme as a representation of the phoneme /k/. The study will be conducted in a first-grade class at a municipal public school, using a qualitative action-research approach. The intervention will center on the fable O cão e o chacal (The Dog and the Jackal) and its collective retextualization from the oral to the written mode, mediated by the teacher-researcher. The intervention will comprise an initial diagnostic assessment, oral storytelling, collective retextualization for the production of a mini-book, playful activities exploring words, syllables, phonemes, and graphemes, and a final assessment. Explicit instruction in phoneme–grapheme correspondences will be integrated with reading, oral language, and text production while preserving the text as a meaningful unit. The data will consist of the participants’ written productions and the teacher-researcher’s pedagogical notes, which will be comparatively analyzed regarding the children’s writing hypotheses, the correspondences between sound and graphic units, and the use of the grapheme in the contexts under study. The research is expected to contribute to discussions on literacy practices that combine the systematic teaching of the alphabetic principle with the social uses of reading and writing, while considering classroom heterogeneity and the inequalities affecting access to written culture.

COMMITTEE MEMBERS:
Presidente - 1769267 - TANIA MIKAELA GARCIA ROBERTO
Externa ao Programa - 1555406 - ANDREA SONIA BERENBLUM - UFRRJExterna à Instituição - MARIA DO SOCORRO VIEIRA COELHO - UNIMONTES