Continuing training policies for literacy teachers in perspective of training experiences

Abstract

This article analyzes continuing training policies for literacy teachers developed in the Brazilian context, over the last ten years, aiming to reflect on the challenges of these policies with regard to meeting the training needs of literacy teachers and the urgency of developing emancipatory and humanizing processes in this context. This is a study of a bibliographical and documentary nature,which takes critical theory as a reference and studies on formative processes such as possibility of training experience. Continuing training is that which takes place throughout the teaching professional career, has a procedural nature and aims correspond to the needs of teachers. It is therefore characterized as a permanent process, which can occur from institutional actions and teacher initiatives. This is understood as a process that can affect teachers and their practices, as well as contributing to the reorientation of  teaching theories and practices and, also, for personal and professional teachers development. The study concludes that there is a need for investment in professional development processes that enable teachers to both become aware of their social roles, regarding the particularities of the teaching profession. It also concludes that the continued training of teachers can constitute a process dialogical, within which teachers are perceived as subjects of thinking and of acting in the world.