THE ROLE OF TEACHER TRAINING IN THE LITERACY PROCESS: CHALLENGES AND POSSIBILITIES FOR MEANINGFUL LITERACY

Abstract

This article aimed to analyze the role of teacher training in the literacy process, highlighting the challenges and possibilities for promoting meaningful literacy. It started from the understanding that literacy goes beyond mastering the written code, involving social practices of reading and writing that give meaning to learning. The methodology adopted consisted of qualitative bibliographic research, based on the analysis of books, scientific articles, and official documents that address teacher training, literacy, and reading comprehension. The results showed that teacher training, especially when continuous and reflective, contributes significantly to improving literacy practices, favoring the construction of more contextualized and meaningful learning. It was observed that well-trained teachers tend to develop more diversified methodologies, respecting different learning paces and promoting greater student participation. It is concluded that teacher training is a fundamental element for the effective implementation of a literacy process committed to meaningful literacy, being indispensable for the quality of education and for the promotion of the right to learning.