TRAINING OF LITERACY TEACHERS IN BRAZIL: CONTRIBUTIONS FROM THE HISTORY OF LITERACY METHODS

Abstract

This article aimed to discuss the education of literacy teachers in Brazil based on the contributions offered by the historical development of literacy methods. The study was carried out through a bibliographic and documentary review, drawing on research about the evolution of methods, conceptions of literacy learning, and implications for teaching practice, as well as normative documents that guide basic education and shape instructional expectations. The findings indicate that literacy methods in Brazil have been marked by shifts, coexistence, and hybrid practices, which reinforces that classroom literacy teaching is more complex than the adoption of a single approach. The analysis also showed that public policies and curricular guidelines can influence methodological choices and increase pressure on schools and teachers for results, making it essential for initial teacher education to develop critical thinking, solid theoretical grounding, and informed didactic decision-making. It is concluded that understanding the history of literacy methods strengthens teachers’ professional autonomy, reduces adherence to short-lived trends, and supports more coherent practices that integrate explicit instruction of the writing system with meaningful reading and writing activities.