Práticas com os aspectos fonológicos da língua na BNCC: reflexões ao professor de educação básica.

Abstract

The fields of Phonetics and Phonology have been recognized and studied by Linguistics, and today are related to language teaching as fundamental in processes such as the construction of phonological awareness and the production of meaning, whether in oral or written text. Moreover, the phonological processes of recognition of Generative Phonology, are intrinsically related to the development of language by the learner, being an ally in the construction of skills such as reading and writing. That said, this work, produced from the research project Guidelines for work with Phonetics and Phonology in Base Nacional Comum Curricular (BNCC) and its implications for the teaching practice of Portuguese language, linked to the Research Group that "Mediation - Research group on writing practices, orality and teaching mediation", aimed to analyze the Base Nacional Comum Curricular (BRAZIL, 2018), a guiding document for Nacional education, to investigate the space given by it to Phonetics and Phonology, considering that both are fundamental to the linguistic training of learner in the processes of learning and development of reading and writing. In this way, we followed a qualitative and interpretive methodology, as well as a documental one, based on theoreticians who have due relevance in linguistic studies that dialogue with the fields in question (MORAIS, 2020 ROBERTO, 2016; LEE 2017; SIMÕES, 2006; OTHERO, 2005; RODRIGUES, 2005; SCHANE 1975). Thus, the frameworks of skills provided by the BNCC, which compete with the early and final years of elementary school, were discussed, noticing which phonetic/phonological current they encompassed, and considering how the relations between pragmatic contents and phonological presuppositions of the language established. In the end, we pointed out that while the early years of BNCC provide more skills that dialogue with Phonetics and structural Phonology for the construction of the linguistic development process of the learner, in the final years of elementary school, it hardly highlights the importance of these two fields, overvaluing the teaching of Portuguese language based on textual genres, leaving gaps concerning the exploration of how language works through phonological processes.