State of the art on collaborative teacher training in read and writ program

Abstract

This text investigates bibliographic evidence that brings to light the collaborative nature of teacher training in the Read e Writer Program of the São Paulo State Department of Education. The survey was carried out on the websites of educational journals: Caderno Cedes, Cadernos de Pesquisa, Educação e Pesquisa, Educação e Sociedade, Revista Brasileira de Educação e Estudos Pedagógicos. A search was also made for dissertations and theses on the IBICT and CAPES websites. The descriptor used was the Reading and Writing Program and the criterion was to look for works that talked about the training of teachers in the Program. The search period comprised the years 2008 to 2018. The data located were analyzed and commented in the light of national and international authors dealing with teacher training and public education policies. It can be said based on the evidence that such teacher training can be characterized as collaborative.