The theoretical and methodological conceptions that have supported the training and practices of literacy teachers represent one of the factors that deserve special attention on the part of studies and research that seek to focus on the relationship between teacher training, curriculum and literacy practices. In this sense, this study's object of investigation is the formation of the literacy teacher carried out in the context of the Pedagogy courses at UFPA. The objective of the research is to map in the Course Pedagogical Projects (PPC) the trends and epistemological, theoretical and methodological approaches of literacy prioritized in the initial formation of the pedagogue. The research is configured as a documentary study and focuses on the curricular components that include in their menus and basic bibliography and complement the theme of literacy and literacy. The collection of PPCs was carried out on the sites of the units/subunits of the campuses of Abaetetuba, Altamira, Belém, Bragança, Breves, Cametá and Castanhal. The results indicate the existence of a reduced number of curricular components related to the theoretical and practical preparation of the teacher for teaching literacy, as well as signaling that the dominant approach has been that of literacy and multiliteracies, with a timid presence of components aimed at studies of the psychogenesis of written language and discursive theory.
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