Fonema ou gesto articulatório: quem, de fato, alfabetiza?

Abstract

It stands as an unequivocal understanding that, in order to learn to read and write, the phonological processes must be taught, once our language possesses phonic alphabetical basis. However, the dispute about the methodology to use in order to teach to read and write is being changed into an analysis of how to teach and mediate phonological awareness. Such analysis varies between synthetic and analytical approaches. Synthetic approaches can be based upon the syllable or directly on the phoneme; while analytical approaches are based upon the context, being the sound not emphatically proposed. On the first case the focus is on the significant, while on the second case the focus is on having access to meaning. However, in both cases, the act of teaching is founded upon the fixation of graphemes. The proposal of this article, aligned with the neuroscience and theory of perception of speech, is to offer reflection about a new and real possibility for teaching phonological awareness, by the means of a mouth that articulates the sounds and makes it possible for the significant to be easily connected to the meaning, since communication is kept on an authentic form.