PHONOLOGICAL AWARENESS IN THE LITERACY PROCESS: PERCEPTIONS AND PRACTICES OF EARLY ELEMENTARY SCHOOL TEACHERS

Abstract

This article analyzes the importance of phonological awareness in the literacy process, aiming to understand how this metalinguistic skill is conceptualized and addressed by teachers of the first and second grades of elementary education. This study employs a qualitative approach—exploratory and descriptive in nature—conducted through both literature reviews and fieldwork, utilizing semi-structured interviews with five teachers from the municipal school system of Paranaguá, Paraná, as the research instrument. The study sought to identify the pedagogical practices and resources used to develop phonological awareness, as well as to understand teachers' perceptions regarding its relationship with reading and writing acquisition. The results revealed that teachers recognize the relevance of phonological awareness to the development of reading and writing skills and employ various pedagogical strategies, including rhymes, traditional chants, music, games, activities involving letters and syllables, and other playful resources. Challenges related to varying learning paces, class heterogeneity, family support, and the need for continuing professional development were also identified. It is concluded that systematic work on phonological awareness, combined with diverse pedagogical practices and teacher training, constitutes a significant resource for fostering the literacy process in the early school years.