Negligence as a phonological awareness and the alphabetical principle

Abstract

This paper aims to show the relevance of stimulating the phonological awareness in all the years of the schooling, not only in the beginnings. For this, we conceptualize such conscience and  its relevance in the literacy classes. We also raise questions about the phonological negligence  through the writing problems found in the different years of the Elementary School and, from this, we create didactical activities in order to solve the difficulties and promoting the phonological awareness development. According to Soares (2017), who believes that "literacy can be seen from different forms, but all these meanings are related to each other" we discussed the phonological conscience in order to observe the different years of the Elementary School. Through the comparison of the writing productions of students from the third, fifth and sixth years in two municipal Rio schools, we can observe a similar difficulty: the exchange of the graphemes l and lh. This way, we show similar activities for the described years and we analyzed that, at the end of the proposals, the students already identified the appropriate grapheme to write the names of the elements and the actions represented by the figures. This way, according to Queiroz; Pereira (2013, p. 43), we concluded that a "poorly developed phonological awareness is one of the factors of difficulty in reading and writing" and that, in order to solve this problem, we must work on the literacy perspective.