THE CONSTRUCTION OF THE ALPHABETICAL SYSTEM: BETWEEN PLAYABILITY AND PHONIC INSTRUCTION IN LITERACY

Abstract

The construction of the alphabetic writing system is one of the most complex processes in early literacy, as it involves the articulation of linguistic, cognitive, and pedagogical knowledge that enables children to understand how alphabetic writing works. Although national and international research has consistently highlighted the importance of phonological awareness, the alphabetic principle, and phonics instruction for reading and writing development, dichotomous views that oppose playfulness and systematic teaching remain common in educational practice. This chapter aims to discuss how the construction of the alphabetic system can be fostered through pedagogical practices that integrate playful activities, explicit and systematic instruction, and intentional teacher mediation. The study adopts a qualitative approach based on a bibliographic review of books, scientific articles, theses, dissertations, and reference documents on evidence-based literacy, phonological awareness, the alphabetic principle, and phonics instruction. The theoretical framework draws on the contributions of Vale, Castro, Di Agustini, Silva, Santos and Barrera, Pollo, Gomes, Leite, Freitas, Alves and Costa, Moreira and Mello, among other scholars in early literacy. The chapter argues that playfulness should not be viewed as an alternative to explicit instruction but rather as a pedagogical strategy that enhances children's engagement in learning when guided by clear educational objectives. It concludes that mastering the alphabetic system depends on intentional teaching that integrates different components of literacy, enabling children to progressively understand the relationship between spoken and written language and to use this knowledge meaningfully in reading and writing practices.