Alfabetização e formação continuada: articulações entre o Compromisso Nacional Criança Alfabetizada e o Alfabetiza Mais Paraíba

Abstract

This research investigates the articulations between the National Commitment to Child Literacy (CNCA) and the Alfabetiza Mais Paraíba Program. Accordingly, the general objective focuses on analyzing official documents, guides, and reports in order to understand how national and state policies conceive literacy and strategies for teachers' continuing professional development. Methodologically, the study is based on a qualitative and exploratory approach that integrates bibliographic research and document analysis. Additionally, for an effective interpretation of the selected documents, content analysis was employed to understand the concepts of literacy and the materialization of formative practices within the investigated policies. Thus, the theoretical framework is anchored in authors such as Magda Soares (2016, 2017), Emília Ferreiro (1985), and Francisco Imbernón (2009), who discuss the inseparability between literacy and literacies, as well as the construction of teacher identity in the face of neoliberal policies. The results demonstrate that, although the CNCA's national guidelines highlight teacher education based on autonomy and the epistemology of praxis, the implementation in Paraíba, through Alfabetiza Mais, presents tensions by adopting a "cascade" methodology (multipliers), which tends toward the fragmentation of knowledge and technical training (epistemology of practice). Besides, it becomes evident that state policy is heavily influenced by a results-oriented management logic, linked to performance in external evaluations and the leading role of private institutions. Thus, it can be concluded that, despite normative advances in the collaborative system, the challenge remains of promoting teacher education that goes beyond standardization and ensures the effective appreciation of teaching praxis.