NÍVEIS DE ALFABETIZAÇÃO
Autor: Andrea Buffon | Publicado: 2013-07-26T16:54:00-07:00







Tabela
elaborada para acompanhar a evolução da escrita dos alunos.



 

  
  


&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; NÍVEL DE ESCRITA

  
  


&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  CARACTERIZAÇÃO

  
  
&nbsp;&nbsp;&nbsp;&nbsp;
  EXEMPLOS:

<!--[if !supportLists]-->§&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  <!--[endif]-->BRIGADEIRO

<!--[if !supportLists]-->§&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  <!--[endif]-->PIPOCA

<!--[if !supportLists]-->§&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  <!--[endif]-->SUCO

<!--[if !supportLists]-->§&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  <!--[endif]-->BIS

 

  
  
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&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;Grafismo Primitivo

  
  


Predomínio de rabiscos
  e pseudo-letras. A utilização de grafias convencionais

é um intento para a
  criança.

Desenvolvem
  procedimentos para diferenciar escritas.



  
  


 

  
  
É

  
  
&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Escrita sem controle de

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; quantidade

  
  


A criança escreve
  ocupando toda a largura da folha ou do espaço destinado 

a escrita.

  
  
A
  R M S MO H A O R U I L N M 

A M T O X A M H N TS K
  H U I

M H O T I P E R T C L
  P M N B O

A T R O C D G P E S IP
  U T D F F

 

  
  


  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Escrita Unigráfica

  
  


A criança utiliza
  somente uma letra para representar a palavra.

  
  
A

L

F

C

 

  
  
S

I

  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Escrita Fixa

  
  
A
  mesma série de letras numa mesma ordem serve para diferenciar nomes. 

Predomínio de grafias
  convencionais.



  
  
A L N I

A L N I

A L N I

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; A L N I

 

  
  
L

Á

  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  Quantidade variável 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Repertório Fixo/Parcial

  
  
Algumas
  letras aparecem na mesma ordem e lugar, outras letras de forma 

diferente. Varia a
  quantidade de letras para cada palavra.

  
  
S A M T

A M T

A M T S A

S A T

 

  
  
B

I

  
  
&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  Quantidade constante

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;
  Repertório variável&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 



  
  
Quantidade
  constante para todas as escritas. Porém, usa-se o recurso da 

diferenciação
  qualitativa: as letras mudam&nbsp; ou muda a
  ordem das letras.

  
  
HRUM

ASGK

ONBJ

CFTV

 

  
  
C

A

  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Quantidade variável

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Repertório variado

  
  
Expressam
  máxima diferenciação controlada para&nbsp;
  diferenciar uma escrita 

de outra.

  
  
R A M Q N

A B E A M F

G E P F A

O S D L

 

  
  


  
  
Quantidade
  e repertório variáveis

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; Presença de valor sonoro 

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; início e/ou fim



  
  
Variedade
  na quantidade e no repertório de letras. A criança preocupa-se 

em utilizar letras que
  correspondem ao som inicial e/ou final.

  
  
I M S A B R O

I B R N S A

U R M T O

I N B O X I X

 

  
  


  
  
Sem valor sonoro:
  a criança escreve uma letra para representar a sílaba 

sem se preocupar com o
  valor sonoro correspondente

  
  
R O M T

B U D

A S

R 



 

  
  


  
  
Iniciando uma correspondência sonora:
  a criança escreve uma letra para 

cada sílaba e começa a
  utilizar letras que correspondem ao som da sílaba.



  
  
I T M O

P Q A

R O

G I

 

  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; SILÁBICA

  
  
Com valor sonoro:
  a criança escreve uma letra para cada sílaba, utilizando 

letras que
  correspondem ao som da sílaba; às vezes usa só vogais e outras 

vezes consoantes e
  vogais.

  
  


I A E O – B H D O

I O A – P O K

U O – S C

I S – B I



 

  
  


  
  
Silábico em conflito ou hipótese falsa
  necessária: momento de conflito 

cognitivo relacionado
  à quantidade mínima de letras (BIS/ISIS) e a 

contradição entre a
  interpretação silábica e as escritas alfabéticas que 

têm sempre mais
  letras. Acrescenta letras e dá a impressão que regrediu

&nbsp;para o pré- silábico.



  
  


B H D U L E

I O K E C 

U O K U

I S I S

 

  
  
&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; &nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;

&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; SILÁBICA - ALFABÉTICA

  
  
A
  criança, ora escreve uma letra para representar a sílaba, ora escreve&nbsp; a 

sílaba completa.
  Dificuldade é mais visível nas sílabas complexas. 



  
  


B I H D R O

P I P O K

S U K O

B I Z



 

  
  


&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp;&nbsp; ALFABÉTICA

  
  
&nbsp;A criança já compreende o sistema de&nbsp; escrita faltando apenas apropriar-se 

das convenções
  ortográficas; principalmente nas sílabas complexas..

  
  


BRIGADEIRO

PIPOCA

SUCO

BIS



 




Essas
informações são parâmetros que ajudam a compreender as hipóteses das crianças
sobre o sistema de escrita e assim poder planejar e intervir intencionalmente
para que avancem. As crianças são complexas e muitas vezes não se encaixam nas
“gavetinhas”, é preciso investigar, usando diferentes estratégias para
conhecê-las.



Fonte: equipe
pedagógica da Escola Municipal Professora Maria Alice Pasquarelli, em São José dos Campos (SP)