A critical analysis about the theme of phonological awareness in the Common National Curricular Base

Abstract

Over time, the literacy process, as an area of research, has been and (still) presents itself in a dichotomous way, sometimes favoring methods considered synthetic, sometimes favoring methods considered analytical, always in a kind of duel between these perspectives. Despite the lack of alignment between the different literacy methods, there is no way to dispense the need to encourage the learner at the literacy level to acquire skills that involve the structural level of the language, which, in turn, occurs through the development of phonological awareness. In this sense, the general objective of this article is to promote a reflection on how the Common National Curricular Base (Brazil, 2018), the main document that governs national education, presents the theme of phonological awareness. To this end, we base our discussions on the studies of Alves and Finger (2023), Roberto (2016), Savage (2015), Soares (2022), among others, regarding discussions related to phonological awareness and its importance for the literacy process. Methodologically, we used a qualitative, descriptive approach, through bibliographic and documentary procedures. The results of this study demonstrated that phonetic-phonological aspects are little present in the Basic Education curriculum, since the greatest representation, even though with some gaps, is present in the Initial Years of Elementary Education. In the other stages and levels, the theme is practically invisible, which may favor a less systematic work regarding this level of knowledge for learners at the literacy level, since the gaps presented in the document directly reflect on the materials produced to be worked on in the school environment.