EVOLUTION AND CHANGES ON THE CONCEPTS OF LITERACY AND INITIAL READING INSTRUCTION IN TEACHERS PARTICIPATING IN PNAIC

Abstract

This article discusses the evolution and change in the concepts of literacy and initial reading instruction in texts elaborated by teachers who participated in a continuous training program, National Pact for the Alphabetization at the Right Age (PNAIC). The article results of the content analysis of 80 texts written by 23 teachers. The results show that the understanding about the two concepts, initially vague, broad and inaccurate, changed along the formative process. The article concludes that during in-service training the practices of writing, reading and collective reflection favor professional development, as they provide conditions and time for teachers to problematize and systematize knowledge, broadening their capacity of self-assertion and conceptual elaboration.