Políticas de formação continuada de professores alfabetizadores: desafios e contribuições

Abstract

This research brings the contributions and challenges of public policies for continuing teacher training in Brazil. The theme was chosen thinking about the difficulties that are present in the literacy and literacy process in Brazil, and how the continuing training of teachers can contribute to This challenge becomes increasingly smaller, enabling literacy teachers to always be up to date in relation to pedagogical methods and curriculum, always thinking about increasing the quality of teaching for students. This study's general objective is to reflect on the importance of continued training in teachers' routine and how this practice can help teachers make decisions and provide security to face the challenges present in the literacy process. We also intend to discuss policies public continuing education programs for teachers present in Brazil. To carry out this work, a bibliographic analysis research was carried out, a bibliographic survey was carried out in the Brazilian Digital Library of Theses and Dissertations (BDTD), from this survey, postgraduate works related to the proposed topic were selected. Firstly, the national history of public policies for the continued training of literacy teachers was presented, with the aim of discussing the emergence and characteristics of each policy implemented in recent years, then it was highlighted how the continued training of literacy teachers appears in the curricular guidelines and the common national curricular base. Subsequently, an analysis was carried out, based on the bibliographical survey, highlighting the contributions, challenges and suggestions for public policies that were mentioned by the researchers during their research. To this end, the research highlighted how public policies for the continued training of literacy teachers were directly linked to national assessments and also points that should be highlighted when thinking about public educational policies.