PHONOLOGICAL AWARENESS: A LINGUISTIC AND PEDAGOGICAL PATHWAY FOR THE DEVELOPMENT OF THE ALPHABETIC WRITING SYSTEM

UM CAMINHO LINGUÍSTICO E PEDAGÒGICO PARA O DESENVOLVIMENTO DO SISTEMA DE ESCRITA ALFABÉTICA

Abstract

The present study aims to explore the linguistic knowledge inherent to phonological awareness, understood as a fundamental requirement for the development of the Alphabetic Writing System (AWS), since, as children advance in their phonological awareness, they also progress in their writing hypotheses. To this end, a bibliographic review was conducted, guided by authors such as Soares (2021), Ferreiro and Teberosky (1999), Alves (2012), among others, as well as an analysis of the Base Nacional Comum Curricular (BNCC, BRAZIL, 2018), a document that guides the national curriculum. In this context, the study sought to understand how the development of phonological awareness occurs in consonance with the skills of the AWS, establishing the existing connections and exploring linguistic strategies and possibilities that may support this pedagogical process. The research, supported by didactic experiences, showed that stimulating phonological awareness through playful, literary, and musical activities promotes qualitative and quantitative advances in children’s writing, reinforcing the importance of intentional pedagogical mediation and the use of resources that enhance the auditory exploration of language.