Abstract
The continued education of initial reading instruction teachers in municipal education from Lages-SC, through the public policy of the National Pact for Initial Reading Instruction in the Right Age (PNAIC), is the object of this article’s analysis. The general objective was to investigate the impact of the PNAIC on continued education of the initial reading instruction teachers of the municipal education from Lages, looking for evidences of the effective contribution of the PNAIC in their formation. The specific objectives were: to identify the teaching-learning conception that the initial reading instruction teachers built through the continuous formation of the PNAIC; to verify if the initial reading instruction teachers conception is focused on learning process in a literacy perspective; and, finally, to analyze if the PNAIC had contributed to the pedagogical practice. Ten initial reading instruction teachers participated in this research. The study has shown that continued education, though providing moments of theoretical and practical study, did not lead to significant conceptual changes.
Teachers continuing education policies; National Pact for Initial Reading Instruction in the Right Age; Initial reading instruction and literacy