A importância dos jogos de consciência fonológica no desenvolvimento da leitura e escrita durante o processo de alfabetização

Abstract

This study aimed to report on the experience gained during the PIBID Literacy project, which involved developing and implementing games aimed at developing phonological and phonemic awareness in first-grade elementary students at a municipal school in Caicó, Rio Grande do Norte. Seventeen students, ages 6 and 7, participated. The research was structured in four stages: a literature review for theoretical foundation and game selection; an initial assessment to determine the students' writing level; an intervention through the application of phonological awareness games over eight weeks; and a final assessment to assess student progress. The results indicated that most students progressed from pre-syllabic and syllabic levels to more advanced levels, such as syllabic with sound and alphabetic value, demonstrating the positive impact of the games on the literacy process. In addition to cognitive development, students experienced increased engagement and motivation during the activities. It is concluded that the use of phonological awareness games contributes to learning to read and write, promoting inclusive, attractive and effective pedagogical practices in the school context.