National Agreement for Literacy at the Right Age and teacher training: What do the scientific productions unveil?

Abstract

This work aims to identify and to analyze the main boundaries of the National Agreement for Literacy at the Right Age (PNAIC) concerning the achievement of teacher education policy in Brazil. Our methodology consists on an exploratory desk review of relevant educational legislation and data collected from state-of-the-art scientific publications in national and regional level, especially from the National Association of Graduate Studies and Research in Education (ANPEd) and from the National Association of Graduate Studies and Research in Education of the Southern Region (ANPEd South). The systematization and analysis of what was produced under PNAIC policy are paramount. This study allows us to think over the main limitations presented by this program regarding training and performance of education professionals, given that continuing education is an important condition for lifelong learning. The reviewed scientific articles point out that PNAIC policy is improving school education and literacy, as it offers the teachers the opportunity to read, study, discuss with their peers, keep themselves informed and updated in an environment of collective and shared planning. The limitations revealed by the analyzed articles were: teachers’ struggle for understanding literacy concepts; lack of adherence to proposals for continuing education; trainers unpreparedness; more attention of related parties on discussing and idealizing processes of continuing education of teachers.