Políticas e programas de formação continuada de alfabetizadores: avanços e limites

Abstract

This text presents the results of research that sought to indicate the limits and possibilities of the programs
implemented for the training of literacy teachers in the neoliberal context. The study was based on the
presupposition of the historical-dialectical materialism, used as a conductor of the analysis and theoretical support
of the following authors: Duarte (2006, 2008 and 2010), Saviani (2007, 2009) and Shiroma (2011). To conduct
the study, the investigation was carried out through bibliographic and documental research. Literacy teacher
training policy and literacy were considered as singular categories of analysis in this study, as they allowed to
establish relationships with the broader context, the universal, through the analysis of the totality and its
determinants. The singular and the universal were categories that interrelate through the particular, which in this
study were expressed through the legal documents of implantation and implementation of the programs. The results
allow us to infer that teacher education policies are characterized as government policies, being marked by
discontinuity of actions. Another issue that stands out in the formulation of the policies and programs is the strong
influence of international organizations and the presence of the technicist epistemological line that has grounded
the continuing education of teachers.