LITERACY TEACHER FORMATION

reverberations of theorical knowledge on practices

Abstract

This research have the purpose of analysing of the reverberations of the national pact for alphabetization in the right age (pnaic), on the discourses of literacy teachers, concerning their knowledge and practice related to the work with textual genres in the literacy process. This qualitative research was developed through a narrative method, whose corpus of analysis consisted of narrative interviews. The results showed that the participant literacy teachers have theoretical and practical knowledge about alphabetization, literacy and textual genres related to their formation in pnaic, in spite of their knowledge of practice standing out in relation to theoretical knowledge, setting up "new" understandings and resignifications with regard to literacy practices.