ABSTRACT
The article analyzes the printed document of the University Training Program of elementary school teachers in São Paulo. The theoretical references are based on the contributions of a critical perspective in psychology, philosophy and the cultural history of school practices and their methodologies. The results point to limits and insufficient views on the pedagogical practices that start from abstractions about the school work of educational institutions. In addition, the learning conceptions that marked the formative projects of the last decades, inspired by the constructivist or social interactionist contributions, give a new meaning by an instrumental notion of learning and definition of reading and writing skills.
Keywords:
teacher education; psychology; literacy