Formação docente para a alfabetização nos programas educacionais: do PROFA ao Compromisso Nacional Criança Alfabetizada

This article addresses public educational policies that deal with teacher training and children's literacy. The objective of this work is to understand the advances and setbacks on the subject of literacy and the training of literacy teachers in the country. To this end, we carried out a brief bibliographical review on the topic of literacy and the training of literacy teachers and carried out qualitative documentary research, in which we selected the public policies investigated and the documents that dealt with each of them. We can conclude from our work that each of the programs studied contributed significantly to the training of literacy teachers and signified certain advances in the area of ​​student literacy. However, the discontinuity of these policies, with the change of each government, meant a setback for education in the country and uncertainties that are reflected within the school. Keywords: Literacy; teacher training; public policy.