THE EFFECTIVENESS IN THE LEARNING OF READING AND WRITING IN THE CONTINUING EDUCATION OF LITERACY TEACHERS

Abstract

Supported by the Foucauldian theoretical framework and taking discourse as a theoretical and methodological tool, the article analyzes the documents of the policies of continuing education of teachers and of the programs of continuing education of literacy teachers in order to understand how the discourses about efficacy appear in the analyzed materials. The analysis allowed us to realize that the continuing education policies propagate a sensationalist language, claiming effectiveness guaranteed by scientific evidence proven in other countries. This line of thinking naturalizes the process of learning to read and write, as if it were enough for the teacher to teach for the student to learn. The teacher's role is reduced to a mere learning facilitator who only needs to follow the training provided by continuing education in order to guarantee learning success. The discussions call attention to the danger of being dazzled by scientific evidence and point to the need of policies with articulated and permanent actions that reach the fragility of the different aspects involved in the construction of a quality and effective education.