This article seeks to discuss some works to which the success in learning to read and write must have as its main foundation the phonological awareness. Thus, we shall question specific points of the "Final Report of the workgroup on Child Literacy: the new paths" published by the Brazilian Federal House of Representatives in 2003, such as the methodology employed and the corresponding treatment of cleansing of the data, the phoneme/grapheme relation and the "key" notion of phonological awareness as the source of (un)successful reading and writing. We shall also debate works, to which is subjacent the search for an "ideal stage" of connection between consciousness, memory and acquisition of writing skills. The authors also evoke the importance of the phonological awareness to the acquisition of orthographic rules, and point out the existence of a conscious subject who evolves in stages of development. Starting from our field of study, namely the acquisition of language, and questioning and opposing the methodology of selection of statistically relevant data through the experimental method, we try to show, using the analysis of singular mistakes, that the relation between subject and language cannot be based on a metalinguistic analysis, or we risk losing sight of the subject's singularity. In this way, we argue that beyond the competencies and abilities that the pupil, according to those studies, must develop/acquire through the proposed phonic method, there is always a language which, in its symbolic workings, entwines the subject in its weaving.
Literacy; Orthographic mistake; Singularity; Phoneme-grapheme relation
