LITERATURA PAULOAFONSINA EM UMA ESCOLA PÚBLICA: CONTRIBUIÇÕES PARA A CONSCIÊNCIA FONOLÓGICA E O PERTENCIMENTO

Abstract

Literacy requires pedagogical practices that integrate the development of phonological awareness with the appreciation of students' sociocultural contexts. This study aims to discuss how the literature of Paulo Afonso can contribute to the development of phonological awareness and the strengthening of students' sense of belonging in a public school. It is characterized as an experience report, grounded in a qualitative approach and action research, carried out through pedagogical workshops, the reading of poems and narratives by Edson Barreto, dramatizations, woodcut printmaking activities, and participant observation. The findings indicated greater engagement in reading practices, improvements in the perception of the sound features of language, and the strengthening of students' cultural identity. It is concluded that regional literature constitutes a pedagogical resource capable of integrating literacy, literacies, and citizenship education by promoting contextualized learning and valuing memory, culture, and territory as fundamental dimensions of the educational process.