TEACHER EDUCATION AND THE NATIONAL COMMITMENT TO CHILD LITERACY (CNCA): CHALLENGES AND PERSPECTIVES FOR LITERACY IN BRAZIL

Abstract

Teacher education plays a strategic role in the consolidation of public policies aimed at literacy, especially with the implementation of the National Commitment to Child Literacy (CNCA), established as a structural policy to ensure that all Brazilian children are literate by the end of the second year of elementary school. This article aims to analyze the relationship between teacher training and the effectiveness of the CNCA, considering the historical challenges of literacy in Brazil and the contemporary demands imposed on school systems. This qualitative and bibliographic research is based on authors such as Soares, Cagliari, Mortatti, Ferreiro, and on official documents guiding the national policy. The results show that teacher education, when aligned with reflective practices and ongoing pedagogical support, becomes an essential factor in ensuring consistent progress in literacy processes. It is concluded that the success of the CNCA depends directly on investments in initial and continuing teacher education, adequate working conditions, and the recognition of teachers as key protagonists in guaranteeing the right to learn.