Resumo

VESPOLI, Ana Carolina Torres  e  TASSONI, Elvira Cristina Martins. Phonological awareness and "Ler e Escrever" Program. Sér.-Estud. [online]. 2017, vol.22, n.44, pp.61-87. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v22i44.927.

The knowledge and domain of the notational system writing, as well as social practical of reading and writing are the axles of work in the initial years of basic education. Education public policies have been drawn up in order to ensure that students have not only access to literacy but also be able to use reading and writing in your daily life. In this direction, "Ler e Escrever" Program is a policy of São Paulo state that began in 2008, the purpose of alphabetize all students until the age of eight (3rd year of lementary school). This research investigated how the phonological awareness (a metalinguist skill that explores sonorous question of language) is contemplated on schoolbook material of "Ler e Escrever" Program. The methodology involves the documentary analysis of the schoolbook material of the Program in the literacy cycle (1st, 2nd and 3rd years). The analysis of the data showed that despite guidelines to teachers and the proposed activities for students allow the development of phonological awareness, this still gives very superficial levels may compromise the purpose of literate students until the age of eight.

Palavras-chave : Literacy, schoolbook; metalinguist skills.

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