The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths"
Autor(a) principal: | |
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Data de Publicação: | 2006 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/28002 |
Resumo: | This article seeks to discuss some works to which the success in learning to read and write must have as its main foundation the phonological awareness. Thus, we shall question specific points of the "Final Report of the workgroup on Child Literacy: the new paths" published by the Brazilian Federal House of Representatives in 2003, such as the methodology employed and the corresponding treatment of cleansing of the data, the phoneme/grapheme relation and the "key" notion of phonological awareness as the source of (un)successful reading and writing. We shall also debate works, to which is subjacent the search for an "ideal stage" of connection between consciousness, memory and acquisition of writing skills. The authors also evoke the importance of the phonological awareness to the acquisition of orthographic rules, and point out the existence of a conscious subject who evolves in stages of development. Starting from our field of study, namely the acquisition of language, and questioning and opposing the methodology of selection of statistically relevant data through the experimental method, we try to show, using the analysis of singular mistakes, that the relation between subject and language cannot be based on a metalinguistic analysis, or we risk losing sight of the subject's singularity. In this way, we argue that beyond the competencies and abilities that the pupil, according to those studies, must develop/acquire through the proposed phonic method, there is always a language which, in its symbolic workings, entwines the subject in its weaving. |
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The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" O sujeito inexistente: reflexões sobre o caráter da consciência fonológica a partir do "Relatório final do grupo de trabalho alfabetização infantil - os novos caminhos" AlfabetizaçãoErro ortográficoSingularidadeRelação fonema-grafemaLiteracyOrthographic mistakeSingularityPhoneme-grapheme relation This article seeks to discuss some works to which the success in learning to read and write must have as its main foundation the phonological awareness. Thus, we shall question specific points of the "Final Report of the workgroup on Child Literacy: the new paths" published by the Brazilian Federal House of Representatives in 2003, such as the methodology employed and the corresponding treatment of cleansing of the data, the phoneme/grapheme relation and the "key" notion of phonological awareness as the source of (un)successful reading and writing. We shall also debate works, to which is subjacent the search for an "ideal stage" of connection between consciousness, memory and acquisition of writing skills. The authors also evoke the importance of the phonological awareness to the acquisition of orthographic rules, and point out the existence of a conscious subject who evolves in stages of development. Starting from our field of study, namely the acquisition of language, and questioning and opposing the methodology of selection of statistically relevant data through the experimental method, we try to show, using the analysis of singular mistakes, that the relation between subject and language cannot be based on a metalinguistic analysis, or we risk losing sight of the subject's singularity. In this way, we argue that beyond the competencies and abilities that the pupil, according to those studies, must develop/acquire through the proposed phonic method, there is always a language which, in its symbolic workings, entwines the subject in its weaving. Este artigo busca debater alguns trabalhos para os quais o sucesso na aprendizagem da leitura e escrita deve ter como base principal a consciência fonológica. Assim, do "Relatório final do grupo de trabalho alfabetização infantil: os novos caminhos", publicado pela Câmara dos Deputados em 2003, questionaremos pontos específicos, tais como a metodologia utilizada e o conseqüente tratamento de higienização dos dados, a relação fonema/grafema e a noção "chave" de consciência fonológica como fonte do (in)sucesso da leitura e escrita. Debateremos ainda trabalhos nos quais está subjacente a busca de um "estágio ideal" de ligação entre consciência, memória e aquisição da escrita. Os autores também evocam a importância da consciência fonológica para a aquisição de regras ortográficas e apontam a existência de um sujeito consciente que evolui em estágios de desenvolvimento. A partir de nosso campo de pesquisa, qual seja, o da aquisição de linguagem, e questionando e nos contrapondo à metodologia de seleção de dados estatisticamente relevantes por meio do método experimental, buscaremos mostrar, mediante a análise de erros singulares, que a relação entre sujeito e língua não pode ser pautada por uma análise metalingüística, sob pena de perder-se a singularidade do sujeito. Desse modo, argumentamos que, ao largo das competências e habilidades que o aluno, segundo aqueles estudos, deve desenvolver/adquirir por meio do defendido método fônico, há desde sempre uma língua que, em seu funcionamento simbólico, enreda o sujeito em suas tramas. Universidade de São Paulo. Faculdade de Educação2006-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2800210.1590/S1517-97022006000100009Educação e Pesquisa; v. 32 n. 1 (2006); 137-155Educação e Pesquisa; Vol. 32 No. 1 (2006); 137-155Educação e Pesquisa; Vol. 32 Núm. 1 (2006); 137-1551678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28002/29790Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessCalil, EduardoLopes, Adna de AlmeidaFelipeto, Cristina2014-10-24T15:43:36Zoai:revistas.usp.br:article/28002Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:43:36Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" O sujeito inexistente: reflexões sobre o caráter da consciência fonológica a partir do "Relatório final do grupo de trabalho alfabetização infantil - os novos caminhos" |
title |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" |
spellingShingle |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" Calil, Eduardo Alfabetização Erro ortográfico Singularidade Relação fonema-grafema Literacy Orthographic mistake Singularity Phoneme-grapheme relation |
title_short |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" |
title_full |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" |
title_fullStr |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" |
title_full_unstemmed |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" |
title_sort |
The inexistent subject: reflections on the nature of phonological awareness based on the "Final report of the workgroup Child Literacy - the new paths" |
author |
Calil, Eduardo |
author_facet |
Calil, Eduardo Lopes, Adna de Almeida Felipeto, Cristina |
author_role |
author |
author2 |
Lopes, Adna de Almeida Felipeto, Cristina |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Calil, Eduardo Lopes, Adna de Almeida Felipeto, Cristina |
dc.subject.por.fl_str_mv |
Alfabetização Erro ortográfico Singularidade Relação fonema-grafema Literacy Orthographic mistake Singularity Phoneme-grapheme relation |
topic |
Alfabetização Erro ortográfico Singularidade Relação fonema-grafema Literacy Orthographic mistake Singularity Phoneme-grapheme relation |
description |
This article seeks to discuss some works to which the success in learning to read and write must have as its main foundation the phonological awareness. Thus, we shall question specific points of the "Final Report of the workgroup on Child Literacy: the new paths" published by the Brazilian Federal House of Representatives in 2003, such as the methodology employed and the corresponding treatment of cleansing of the data, the phoneme/grapheme relation and the "key" notion of phonological awareness as the source of (un)successful reading and writing. We shall also debate works, to which is subjacent the search for an "ideal stage" of connection between consciousness, memory and acquisition of writing skills. The authors also evoke the importance of the phonological awareness to the acquisition of orthographic rules, and point out the existence of a conscious subject who evolves in stages of development. Starting from our field of study, namely the acquisition of language, and questioning and opposing the methodology of selection of statistically relevant data through the experimental method, we try to show, using the analysis of singular mistakes, that the relation between subject and language cannot be based on a metalinguistic analysis, or we risk losing sight of the subject's singularity. In this way, we argue that beyond the competencies and abilities that the pupil, according to those studies, must develop/acquire through the proposed phonic method, there is always a language which, in its symbolic workings, entwines the subject in its weaving. |
publishDate |
2006 |
dc.date.none.fl_str_mv |
2006-04-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28002 10.1590/S1517-97022006000100009 |
url |
https://www.revistas.usp.br/ep/article/view/28002 |
identifier_str_mv |
10.1590/S1517-97022006000100009 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/28002/29790 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 32 n. 1 (2006); 137-155 Educação e Pesquisa; Vol. 32 No. 1 (2006); 137-155 Educação e Pesquisa; Vol. 32 Núm. 1 (2006); 137-155 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811072942080 |