FOR A CONTEXTUALIZED PRACTICE: FROM LITERACY TO THE PHONOLOGICAL ASPECTS OF LANGUAGE

This study proposed a concise analysis of the teaching material used by the classroom teacher, specifically Janilma Félix Monteiro, from the Municipal Elementary School Poeta José Camelo de Melo, in the city of Pilõezinhos, Paraíba, with the aim of reflecting on practical strategies as well as didactic activities as essential tools for students’ development in the school context. According to the general objective—to analyze the teaching material “Phonological Awareness and Literacy: Assessment, Planning, and Intervention”—the more specific objectives were to define phonological awareness and literacy as essential means in the teaching–learning process; to address practical strategies and didactic activities as tools that develop children’s skills; and to consider them as resources for professionals who need support in early childhood literacy. Based on the theoretical framework, the following authors were used: Andrade and Fernandes (2016); Antunes (2014); Brasil (1996); Cavaliere (2010); Guimarães et al. (2023); Pulieze (2024); Scherer and Wolff (2020); and Klein (2009). Regarding methodological procedures, an action research approach was conducted, seeking a self-analysis of the teaching material entitled Phonological Awareness and Literacy: Assessment, Planning, and Intervention. Working with contextualized and diversified materials according to students’ particularities enables learners’ protagonism, autonomy, and integral development, as well as the formation of critical and participatory citizens within their communities. Furthermore, phonological awareness and literacy were perceived as indispensable means in the teaching–learning process, as well as practical strategies and didactic activities as resources for education professionals and for the development of students’ skills.