The teacher training in Brazil has taking the leading role in educational policies. Changes in
the productive basis around the world have brought changes in the schooling process of the
Basic Education and, therefore, in teacher training. Parallel to this, transformations in the job,
career and in teacher valorization have become important elements to reconfigure the
professional's condition at this stage of schooling, including investments in public policies for
continuing training, such as the National Pact for Literacy at the Right Age (the PNAIC, in
Portuguese). The project was established by the Ministry of Education of Brazil in 2012 for
the early years of Elementary School, focusing on the literacy of children up to eight years
old. The main aim of the research was examine the teacher training policies, the pedagogical
and methodological concepts and the evaluation system that guide the PNAIC. Specially, its
contribution on the teaching in the Escola Bosque Eidorfe Moreira, which was founded to be
an environmental education reference and whose pedagogical intend is different from the
PNAIC. This qualitative research explored and analyzed the official documents about the
Pact, as well as the materials of partner universities, and bibliographic survey about
continuing training, the job and the teacher accountability. During the field research, teachers
from this stage of schooling were interviewed to verify the potential effects of this Pact in the
pedagogical practice of teachers. The data analysis considered that the speeches involve
beliefs, values, geographical and historical situation which the teachers are in, what define too
the way of acting and treating another one, that happens by concrete and not abstract
statements. The results point out the need for greater articulation between the federal entities
and the teaching institutions to adopt a continuing training program. It may fits for the
regional educational peculiarities and articulates with each context and spheres of
government, and besides that provides to keep the singularities, the autonomy and the teachers
and students’ needs, so that the definition of the training parameters does not occur only at the
national level. In conclusion, the PNAIC is characterized as an educational policy that intend
to professionalize the teachers and offer a technical formation to them, according to a
neoliberal logic, from the standardization of pedagogical work and materials, including largescale
evaluations as a form of regulation. However, it is necessary a teacher training based on
the school reality, context and needs of teachers, and should be considered the local culture,
regional particularities and demands of the school community.
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