Tarefas com base na Fonotática para estimulação de consciência fonológica

Abstract

The purpose of this paper is to present some fundamental phonotactic concepts and their importance in phonological awareness tasks in literacy. Only after the beginning of their schooling do children start to observe and notice the segmental elements of words. Furthermore, mastery of phonological awareness will determine children’s reading success in school, which in turn affects their proficiency in adulthood (BYRNE; LEDEZ, 1983). In this study, we present a playful way to explore the sonority scale perception with students through the recognition of geometric shapes (circle and straight line), according to the Sonority Syllable Model (SSM), proposed by Basbøll (2005). It is an alternative proposal to the phonotactic description and analysis that uses distinctive features in its sound organization. In our proposal, we use a phoneme-grapheme correspondence, but, as Basbøll (2005) suggests, we firstly establish which one is the prototypical syllable peak, i.e., main/central peak, in order to determine the implicational relations among the segment types. In addition, in a playful way to illustrate this relation, we make use of a set of concentric circles known as Euler’s diagram. This set of circles is a mathematical set used to demonstrate the intersection among elements. Lastly, we show how this adaptation may be used in a pedagogical practice with children and adults in the literacy stage.