Discursive neurolinguistics analysis on the phonic method
The objective of this paper is to present the Discursive Neurolinguistics analysis on the presidential decree that imposes the cognitive perspective for teaching reading and writing, which means the adoption of the phonic method. Based on a heuristic data analysis methodology that seeks children...
| Author: | |
|---|---|
| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Associação Brasileira de Linguística (ABRALIN) |
| Repository: | Cadernos de Linguística |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/534 |
| Online Access: | https://cadernos.abralin.org/index.php/cadernos/article/view/534 |
| Access Level: | Open access |
| Keyword: | Alfabetização Neurolinguística Discursiva Patologização Diretrizes nacionais Método fônico Literacy Discursive Neurolinguistics Pathology National guidelines Phonic method |
| Summary: | The objective of this paper is to present the Discursive Neurolinguistics analysis on the presidential decree that imposes the cognitive perspective for teaching reading and writing, which means the adoption of the phonic method. Based on a heuristic data analysis methodology that seeks children's writing hypotheses and discursively oriented conceptions of brain, subject and language, we analyze representative exercises of the phonic method and present the DN counterdiscourse, problematizing the method and highlighting alternatives to its use. The analysis of the exercises proposed by the phonic method and the mouths method shows that there is no theoretical linguistic or pedagogical basis to support their application, as they can be inductive to error. In this paper, we alert to the fact that its wide application can generate several difficulties for many children and that its supposed scientific shielding makes us not question the method’s effectiveness, but the innate aptitudes and capacities of children, opening space, thus, for the pathologization of normal learning difficulties. |
|---|