Consciência fonológica em crianças de pré-escola

Abstract

This article aims to investigate how the phonological conscience in pre-scholar students is, and also to know witch methodological proposal of literacy is used by kindergarten B teachers and if, in their proposals, the phonological conscience is evidenced. In order to have an extended knowledge of pre-school teachers pedagogical approach, we performed a research with kindergarten B classes, which comprise children from 5 to 6 years old, belonging to two municipal schools from the outskirts of the town of Santana do Livramento/RS. On collecting data, from the teachers, semi-structured interviews were used, and direct practice observations were used to collect data from the lessons, once a week, from June to October, in 2007. We realized, through this work, that the teachers do not take into consideration the phonological conscience in their work for not knowing it, and for this reason, the educators follow the traditional system used in the great majority of the schools, and do not develop diversified pedagogical practices that would supply the individual differences of the students.