Abstract
Abstract This paper presents the results of a theoretical research on the interference of linguistic knowledge, more exactly, those on phonological awareness, in the practices of literacy teachers. The analysis is guided mainly by the theoretical-epistemological contributions of the field of literacy, that is: linguistic knowledge of grapheme and phoneme relations (CAGLIARI, 1993); Phonetics and phonology in the formation of the literacy teacher (SOARES, 2020); mediation and teacher intervention (ADAMS, 2006). The methodology consisted of a bibliographic review that sought to highlight, in addition to the main theorists of the field, master's and doctoral research, among others, that were dedicated to the theme. The results highlight the importance and positive interference of the linguistic knowledge (phonetics, phonology) of the literacy teacher in her teaching practices.
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