Resumo

GOULART, Ilsa do Carmo Vieira; RAMOS, Iduméa de Souza Fernandes  e  CABRAL, Giovanna Rodrigues. Continuing education and teaching pedagogical practice: resignification of literacy practices?. Acta Educ. [online]. 2023, vol.45, e58717.  Epub 01-Ago-2023. ISSN 2178-5201.  https://doi.org/10.4025/actascieduc.v45i1.58717.

The aim of this paper is to reflect on continuing education for literacy teachers, highlighting the convergences and divergences between the National Pact for Literacy at the Right Age guidelines and pedagogical practice. A qualitative field investigation based on interviews with literacy teachers engaged in the program was conducted for this purpose. It was founded on the research of Tardif, Nóvoa, Schön, and Zeichner and sought to treat data using Grounded Theory. Points of convergence were identified across three areas of analysis: training path, literacy and alphabetization conception, and teaching practices. The findings indicate that multiple knowledge from training and experience intersect the training path of literacy teachers, having an impact on pedagogical practice.

Palavras-chave : teacher training; teacher knowledge; literacy teacher; pedagogical practice.

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