Leitura, princípios do sistema alfabético do português brasileiro e ensino de leitura/escrita

Onici Claro Flôres

Resumo


The present article is based on Aaron and Joshi (1989), GirolamiBoulinier, Pinto (1994), Pinto (1998) and Grabe (2009), researchers which had confirmed through their studies the need to link research on reading
concerning the writing systems of the learners. The article also highlights
the research of Scliar-Cabral (2003), a work in which the author makes
a detailed study on the principles of the Brazilian Portuguese alphabetic
system. In the aforementioned investigations, which mostly involved
only the written alphabetic systems, the researchers based their studies
on the analysis of phonological fundamentals of writing when the learner
was starting to read, although the tradition of cognitive psychology is to
investigate reading in a dissociated and independent mode. Therefore, the
objective of this study is to propose the approach of reading difficulties,
or lack of reading or even problems of reading learning in the school
context, considering two analytical focuses: the nature of the orthographic
system and the prevention and early detection of pathological cases
(developmental dyslexia). For this purpose, two main sources of reading
studies: biological (natural sciences) and the human and social sciences
(Fijalkow 2014). The proposal aims to collect information from different
sources in order to enable the construction of an analytical foundation
to support the elementary education teachers more effectively as it
regards to the relations between reading, phonology and orthography in
Brazilian Portuguese. According to this perspective, three reading routes
are presented as an alternative for theoretical and methodological basis
instead of dual route, which is usually referred in studies regarding the
school context. Finally, the presented proposal is justified due to the
nature of language (psychological and social); at last, it is reiterated that
the focus set of reading/writing system requires a description/explanation
placing the beginner in reading, as the situational, social and cultural
context. This can be done considering its variety of speech (incidental
acquisition) and reading learning, concerning the orthographic system in
which the reader is learning how to read/write.

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