Teacher training in literacy and literacy in basic education: Cametá, lower Tocantins region, Pará.doc

Abstract

This article aims to address the issue of teacher training and updating focused on literacy and initial reading instruction in the early years of basic education in the context of Cametá, a city in the Baixo Tocantins region, in the interior of Pará. The text briefly presents the reality of the Municipal Department of Education, the body responsible for training teachers in the municipal public education system, and analyses the paths taken by the municipal education administration in relation to the public policies implemented in recent years on literacy and initial reading instruction in the early years of basic education, highlighting some actions of the current Alfabetiza Pará Program. The reality analysed was permeated by the reading of the authors Freire (1970, 1989), Soares (1998; 2004) and Cagliari (2006). The results indicate that teacher training programs for literacy teachers must take into account essential factors such as: contextualization of the local reality, use of existing resources, reading the world preceding/constituting the literacy process in the initial years of basic education, among others.