LITERACY AND LITERACY IN PARTNERSHIP: A PROPOSAL FOR CONTINUING TEACHER TRAINING TO STRENGTHEN THE SCHOOL-FAMILY RELATIONSHIP IN ELEMENTARY SCHOOL I

Abstract

This article aimed to discuss literacy and reading comprehension in partnership, analyzing a proposal for continuing teacher education focused on strengthening the relationship between school and family in Elementary School I. It starts from the understanding that literacy and reading comprehension are inseparable processes, which are consolidated more significantly when articulated with social practices of reading and writing and family involvement. The research is characterized as qualitative, of a bibliographic nature, based on the analysis of books, scientific articles, and official documents that address literacy, reading comprehension, continuing teacher education, and school-family partnership. The results showed that continuing teacher education contributes to the improvement of pedagogical practices, favoring the integration between school and family and expanding children's learning opportunities. It was observed that family participation, when guided by the school, strengthens the literacy process and promotes greater student engagement. It is concluded that the articulation between literacy, reading comprehension, continuing teacher education, and school-family partnership constitutes an essential element for the construction of more meaningful educational practices in Elementary School I.