Literacy teacher training

training processes for working in the early years of ele-mentary school and/or in youth and adult education

Abstract

This article discusses the training of literacy teachers working in the early years of elementary school and in the Youth and Adult Education (EJA) teaching modality, establishing a reflection on the concepts of initial, continuing and ongoing teacher training. It also discusses the teacher training process, taking into account the knowledge and know-how needed to develop work aimed at elementary school and EJA students, in order to contribute by presenting the common aspects and specificities of the training processes for working in literacy classes. To this end, it dialogues with authors such as Freire (2015), Nóvoa (1991, 1997, 2017), Gatti (2009), Heinz and Koerne (2013), Castro and Amorim (2015), Gadelha (2020), Candau (1996), Imber-nón (2009) and Tardif (2002). It is a qualitative, bibliographical and pertinent study, considering the author's decision to conceptually defend the three types of teacher training mentioned above, present some considerations about elements of public policies on training and learning processes and the need to significantly promote literacy among children, young people, adults and the elderly.