Teacher training and reading teacher training

Abstract

This text aims to discuss the reading training of teachers and the process of literary literacy in continuing education, emphasizing that it is urgently necessary to renew the practice of training teachers. The methodology of the article is qualitative research, with theoretical bibliographical research with the works of the author Cosson (2022, 2023), Soares (1998, 2020), Zeichner (2008), Nóvoa (2017) among other theorists.  Teachers need to be prepared to be reflective professionals who can evaluate the value of their practices. In this article, we will discuss the importance of reading training in education, in addition to the value of reading and the transformative classroom. Students do not need to be taught to simply decode texts, but also to criticize the text and go through what the text says. Teachers must be responsible for training critical students in terms of literary literacy and creating new critical approaches in relation to traditional methods. The diagnosis carried out highlights the need for continued training for teachers to work with literature and literary literacy in a more reflective way in the daily classroom.  The creation of a coherent school and the construction of students' literary literacy demands considerable teacher training work, with the aim of building a solid theoretical base. The combination of theoretical and practical knowledge in teacher training is crucial for the quality of education, which will attempt to promote students' literary literacy in a comprehensive manner.