Dia de luz, festa de sol: reflections on the construction of a didactic unit aimed at developing phonological awareness of the variable rule of raising medium-high vowels in a pronunciation course in Portuguese for speakers of other languages

• Autor(a) principal: Pilatti Telles, Luciana
• Data de Publicação: 2023
• Outros Autores: Porciuncula Iung da Silva, Jéssica
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Letras de Hoje (Online)
• Texto Completo: https://revistaseletronicas.pucrs.br/ojs/index.php/fale/article/view/44801
• topic: Ensino remoto; Português como língua adicional; Ensino de pronúncia; Consciência fonológica; Formação continuada; remote teaching; portuguese as an additional language; pronunciation teaching; phonological awareness; continuing education.; enseñanza en línea; portugués como lengua adicional; enseñanza de pronunciación; conciencia fonológica; formación continuada.

In 2022 in the context of sequential Portuguese courses for speakers of other languages in an extension program, a pronunciation course in Portuguese for speakers of other languages was offered in remote modality. At that moment, the need for a pronunciation course and the challenge of working with focus on phonetic-phonological aspects in a remote course were considered, with the possibility of non-engagement of the participants, connectivity problems and poor audio quality. The offering of the course took place and, after its conclusion, with the present work, we aim to present reflections about the preparation of it, the observed results (based on class and planning notes) and its contribution to continuing teacher training of a Portuguese for foreigners teacher. With the activities planned for the course “Sounds and Rhythms: pronunciation in Brazilian Portuguese for speakers of other languages”, offered by the Center for Teaching Foreign Languages (CELE), of the Federal University of Rio Grande (FURG), the aim was to contribute for the development of students’ phonological awareness (Alves, 2012; Kivistö-De Souza, 2021). For the construction of the course, we considered the notions of task (Ellis, 2009) and literomusical literacy (Coelho de Souza, 2015), in addition to the notion of phonological awareness, previously presented (Alves, 2012; Kivistö-de Souza, 2021). From the qualitative analysis of engagement in activities and the development of phonological awareness skills by students in the course, it was understood that the proposal contributed leading us to reflections on pronunciation in contexts of significant social practices, as well as to the observation of the regularities of the variable phonological rules by the students, in contextualized practices. The results obtained in the context of the extension course, whose purpose is also continuing education, contributed to the increased interest of the teacher, one of the authors of this article, in phonetic-phonological acquisition.