Abstract
In the last decade, that is, between 2012 and 2022, literacy teachers in the Semiarid Zone of the State of Bahia joined the Program Literacy at the Right Age (PNAIC in Portuguese), in which the theoretical foundations of alphabetization and literacy practice have been accessed. hroughout this period, little is known about the images that remained of these foundations in teachers' narratives about their classroom practices. This study, therefore, based on the studies of intertextuality referenced by textually oriented discourse analysis (ADTO) (FAIRCLOUGH, 2001) and based on the theory of social representations (JODELET, 2001; ABRIC, 2016) aims to describe the new discursive anchors and the transformations of the concepts of alphabetization and literacy in the narratives of a group of literacy teachers trained by the PNAIC program. From these analyzes, changes in positions and knowledge will be revealed, in addition to highlighting the relevance of this type of study for the monitoring of future continuing education projects in Brazil.
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