O LETRAMENTO NA FORMAÇÃO DOCENTE: O PROFESSOR CONSTRUTOR DE SABERES

Abstract

This work exposes a discussion about “literacy and teacher training”, in the perspective of identifying some elements that make up the relationship between literacy and teacher training in the light of Pedagogy. Specifically, it aims to present a discussion about the concept of teacher training, literacy and continuing education. In this research, bibliographic documentary research was used as methodology, using Marques (2002), Kleiman (2005), Carvalho (2008), Bolzan (2002), among others, as sources. It was possible to perceive with this study, some aspects of this relationship that signaled for a conception of teacher formation that is not restricted to a technical qualification and mastery of a set of information and didactic skills. Thus, we identified from the reading of the documents that the elements that constitute the relationship between teacher training and literacy relate to the perception of the educational process as an integral part of the socio-historical-cultural reality, from a critical view of society in which the teaching specialist can articulate theory and practice, thus promoting the social use of reading and writing practices by all students.