A formação continuada e a prática docente de professores alfabetizadores: reflexões sobre o Programa Alfaletrando

Abstract

Abstract: This study investigates the influence of continuing education policies, specifically the Alfaletrando Program, on the teaching practice of literacy teachers in the Federal District, Brazil. Through a qualitative approach combining document analysis, participant observation, and theoretical discussions, this work seeks to understand how these policies impact the school environment and contribute to the re-signification of pedagogical practices. The results indicate that Alfaletrando has been an important tool for qualifying teachers, providing theoretical and practical subsidies for the teaching of reading and writing. However, the research also reveals challenges such as high teacher turnover, lack of resources, and the need for more continuous monitoring of professionals in their schools. A critical analysis of continuing education policies highlights the importance of an articulation between different actions, such as professional valuation, investment in school infrastructure, and the promotion of collaborative practices among teachers. Additionally, the study emphasizes the need to adapt training policies to different school realities and to promote the inclusion of digital technologies in the teaching and learning process. It is concluded that the continuing education of teachers plays a crucial role in overcoming the challenges of literacy in Brazil. However, for these policies to be effective, it is fundamental that they be accompanied by other measures aimed at improving the working conditions of teachers and guaranteeing quality education for all students.