Alfabetização e letramento : possibilidades de contribuição da fonética e da fonologia.

Abstract

In this work, we have analyzed literacy studies trying to found a way to alerting about the necessity of linguistic knowledge in this process. Through bibliographic research, we have searched to define how phonetics and phonology are necessaries for the two ways of literacy. We have developed the study for to reflect upon the literacy process, as well as, upon the importance of strongly based the literacy in the grapheme- phoneme association, which base is on the phonological system of one language. In a secondary way we hope to somehow share the reflections with teachers in the initial grades. Writers like Soares (2004; 2014; 2016), Cagliari (1998; 2004), Moraes (2013) and Kleiman (1995; 1998), support our statements, including the guidelines of the official Brazilian education documents. After a lot of readings and reflections, and based on empirical observations and on academic researches, we conclude that linguistic knowledge is a primary factor for literacy teachers and students. For the first group, it is important because it assists in the elaboration of adequate activities for the variety of students found, and, for the second group, because offers many more chances of satisfactory development in relation to students who did not have the linguistic conscience explicitly systematized.