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Propostas de tarefas para o desenvolvimento da consciência fonológica no 1.º ano do 1.º CEB
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O presente relatório, desenvolvido no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Português e História e Geografia de Portugal no 2.º Ciclo do
Ensino Básico, incide sobre a importância da Consciência Fonológica como competência
basilar para a aprendizagem da leitura e da escrita. Assumindo que a manipulação
intencional dos sons da língua constitui um pré-requisito para a compreensão do princípio
alfabético, este estudo tem como objetivo principal conceber, implementar e analisar um
conjunto de propostas pedagógicas. De natureza qualitativa e sustentado num design de
investigação-ação, o estudo foi desenvolvido com uma turma de 21 alunos do 1.º ano de escolaridade. O núcleo prático do trabalho materializa-se numa sequência didática
composta por nove tarefas progressivas, estruturadas de forma a respeitar
um continuum de complexidade cognitiva, evoluindo desde a consciência silábica e intrassilábica (rima) até à consciência fonémica. A operacionalização destas atividades privilegiou a componente lúdica, o recurso a materiais manipuláveis e a avaliação
formativa contínua.
Para uma leitura organizada, o documento divide-se em quatro capítulos fundamentais. O primeiro estabelece o enquadramento teórico; o segundo detalha a opção metodológica; o terceiro foca-se na apresentação, análise e discussão dos resultados da
intervenção prática; e o quarto capítulo dedica-se à análise das dificuldades registadas e à formulação de propostas de remediação futura, culminando com as considerações finais
do estudo.
This report, developed within the scope of the Master's Degree in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, focuses on the importance of Phonological Awareness as a foundational skill for learning to read and write. If the intentional manipulation of language sounds constitutes a prerequisite for understanding the alphabetic principle, the main objective of this study is to design, implement, and analyze a set of pedagogical proposals. Qualitative in nature and supported by an action research design, the study was conducted with a class of 21 1st-grade students. The practical core of the work materializes in a didactic sequence composed of nine progressive tasks, structured to respect a cognitive complexity continuum, evolving from syllabic and intrasyllabic (rhyme) awareness to phonemic awareness. The implementation of these activities favored a playful approach, the use of manipulative materials, and continuous formative assessment. For an organized reading, the document is divided into four main chapters. The first establishes the theoretical framework; the second details the methodological approach; the third focuses on the presentation, analysis, and discussion of the practical intervention results; and the fourth chapter is dedicated to the analysis of registered difficulties and the formulation of future remediation proposals, culminating with the final considerations of the study.
This report, developed within the scope of the Master's Degree in Teaching of the 1st Cycle of Basic Education and of Portuguese and History and Geography of Portugal in the 2nd Cycle of Basic Education, focuses on the importance of Phonological Awareness as a foundational skill for learning to read and write. If the intentional manipulation of language sounds constitutes a prerequisite for understanding the alphabetic principle, the main objective of this study is to design, implement, and analyze a set of pedagogical proposals. Qualitative in nature and supported by an action research design, the study was conducted with a class of 21 1st-grade students. The practical core of the work materializes in a didactic sequence composed of nine progressive tasks, structured to respect a cognitive complexity continuum, evolving from syllabic and intrasyllabic (rhyme) awareness to phonemic awareness. The implementation of these activities favored a playful approach, the use of manipulative materials, and continuous formative assessment. For an organized reading, the document is divided into four main chapters. The first establishes the theoretical framework; the second details the methodological approach; the third focuses on the presentation, analysis, and discussion of the practical intervention results; and the fourth chapter is dedicated to the analysis of registered difficulties and the formulation of future remediation proposals, culminating with the final considerations of the study.
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Consciência fonológica 1.º Ciclo do Ensino Básico Aprendizagem da Leitura e Escrita Investigação-Ação Sequência Didática Phonological Awareness Primary Education Learning to Read and Write Action Research Didactic Sequence