Objective:

This paper aims at describing a strategy that contributes to the training of kindergarten teachers’ trainees for conducting the phonic analysis in educational institutions.

Methods:

Theoretical methods such as analysis, synthesis, historical-logical and functional structural systemic modeling were used for the construction of the theoretical framework of the research. Others empirical tools facilitated the analysis of important aspects that allow us to know the reality, determine shortcomings and recommend the set of actions to be developed in the strategy. The aforementioned empirical tools were the analysis of documents and sources, the observation, the survey, the interview, the socialization workshops and the pedagogical pre-experiment.

Result:

The strategy enables the necessary steps to improve the phonic analysis in the initial training of students pursuing the Bachelor of Education degree. The devised strategy is, then, the main finding.

Conclusion:

The strategy fosters kindergarten teachers’ trainees for conducting phonic analysis by using a related workbook dealing with phonemic discrimination by preschool children.

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