Abstract
The article, based on historical and dialectical materialism, derives from the following question-problem: what theoretical-conceptual and didactic-methodological aspects should be prioritized in the continuing education actions of literacy teachers? Taking as a starting point the experience of the researchers at the head of teacher training projects in public schools, the study aims to produce a contribution that critically confronts contemporary legal frameworks for literacy; for this, the main contradictions of such frameworks will be revealed. The point of arrival, which is also the additional objective and the intended result, is the presentation, didactic and with indications for further study, of guidelines for continuing education of literacy teachers, which bet on autonomy, as opposed to alienation.
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