LITERACY AND TEACHER TRAINING INVESTIGATING NEW TEACHING TRAINING PRACTICES: A REVIEW

Abstract

Despite the academic organization constructed over the time in order to allow the literacy-teacher to
develop the literacy process as: theories, practices, and training programs, we still notice that illiteracy
rates in Brazil are high. Perform an integrative review of literature in order to figure out how the literacy
process occurs and the teacher training investigating new practices of educational formation, with the
objective of knowing advances and deficiencies to be filled in this knowledge area. It was made a
literature's gathering in september 2020, in the CAPES periodicals databases and Google
Scholar. The inclusion criteria was articles in the English language, Spanish and Portuguese, in the
last five years. The research included 10 articles in which 70% talked about the literacy-teacher
training and its importance to improve the literacy, 20% of the articles presented the Literacy National
Plan in the Right Age as a professional educational development policy which contributes to the
improvement of the quality of education and thus reduce the high rates of illiteracy in the country
and 10% of the articles brings a reflection about the subjectivity of the teacher. The study has
shown that we remain with the same teacher training practices which are focused in the initial
formation (graduation projects in Normal school in High School) and continuous training (postgraduation, projects and improvement projects). However, the advances found were about the
continuous training on the Literacy National Plan in the Right Age sphere that allows professional
development formation; Another advance would be to think about school as a formative space and
the pedagogical coordinator as an agent that contributes with the teacher training. That way, the gaps
found are directed towards the continuous training in order to understand better the pedagogical
coordinator role who contributes in the teacher training, the school as a formative space. The
enrichment of the pedagogical practices through the exchange between pairs and consider the
teacher training.