CONHECIMENTO DOCENTE SOBRE A CONSCIÊNCIA FONOLÓGICA NA EDUCAÇÃO INFANTIL

UMA REVISÃO INTEGRATIVA

Abstract

Phonological awareness is an essential skill in the literacy process, as it enables children to recognize and manipulate the sounds within words, laying the necessary foundation for reading and writing. This competence begins to develop in Early Childhood Education, a crucial stage for strengthening the skills that will contribute to more consistent learning throughout school life. Teacher education plays a central role in this context, as educators who understand and know how to work with phonological awareness can significantly support the development of these abilities. This integrative review aims to analyze recent academic publications (2019–2024) that address the knowledge and pedagogical practices of Early Childhood Education teachers regarding phonological awareness, with the goal of identifying trends and highlighting weaknesses reported in initial and continuing teacher education. To achieve this, the databases CAPES Periódicos, ERIC, and SCIELO were consulted using rigorous selection criteria. The analysis was conducted from a descriptive and interpretative perspective, with attention to the limitations of the included studies, in order to contribute to the debate on teacher education and the challenges faced in teaching phonological awareness in Early Childhood Education.