Teacher education in focus: reflections on public policies, literacy, and inclusive education in the early

Abstract

This article analyzes teacher education as a continuous process of constructing professional identity and pedagogical practices in the early years of schooling. Using a qualitative approach, the study is based on the analysis of two empirical investigations: one focusing on literacy teacher education within the National Pact for Literacy at the Right Age (PNAIC), and the other addressing inclusive education in the municipal school system of Duque de Caxias, with emphasis on the Individualized Educational Plan (IEP). The findings indicate that public policies for teacher education influence pedagogical practices, although their implementation depends on teachers’ interpretations, experiences, and institutional contexts. The study shows that, in both literacy and inclusive education, continuing education fosters critical reflection on practice and supports the development of pedagogical strategies that are more responsive to students’ needs. It concludes that teacher education, when understood as a reflective and collaborative process, contributes to the promotion of learning in the early years of schooling.