LITERACY AS A KEY PUBLIC POLICY ISSUE IN TEACHER IN-SERVICE TRAINING

Abstract

Contemporary society is characterized by constant changes in knowledge, information and technology. In this new context, reading and writing acquire different purposes, given that the diversity of textual genres that circulate in society present different communicative, institutional and cognitive functions. It is not enough to be literate (mastery of the alphabetic code), but it is also necessary to be literate in a broader sense. In this context, this article seeks to reflect on and describe digital and literary literacy practices as an important public policy tool for continuing teacher training in the classroom. The theoretical basis of research on literacy is based on literature on literacy and reading comprehension (Soares, 2004, 2015); multiple literacy (Rojo, 2009); literary literacy (Cosson, 2011); new technologies and pedagogical mediation (Moran, 2013); among others.