Consciência Fonológica, cantigas de roda na alfabetização, anos iniciais educação básica: leitura/ escrita

Abstract

Anchored in the scope of Language, more specifically in the Portuguese Language curricular component, this research aims to investigate the manifestations of learning in Literacy, initial grades of basic education, in public school classes in the town of Mirorós, in Ibipeba (BA). The focus is on metalinguistic skills related to the initial learning to read, through traditional nursery rhymes. The objective of which is to explore the acquisition of writing and reading, specifically examining the relationship between these processes and the phonological awareness of students in the literacy cycle. The activities were designed as didactic proposals, in order to provide detailed instructions for the development of phonological awareness. Contained, in turn, in a manual developed as a collection of activities aligning the aforementioned discipline with nursery rhymes. They were produced in accordance with the National Common Curricular Base (BNCC), using the fields of knowledge and skills according to each proposed activity. Finally, we seek to encourage teachers in the initial grades of Elementary School to incorporate oral activities based on songs into their classes along with phonological games, poetry, rhymes, alliteration, rhymes, tongue twisters and rhyming stories.