Abstract
This article addresses the knowledge needed for teachers to effectively play their role in the literacy process, while reexamining the conditions of continuing education, with the aim of cultivating a pedagogical practice that is autonomous, critical, reflective, and responsible. This research aims to discuss the impact of continuing education for teachers in the early years of literacy and teaching knowledge, investigating how this knowledge acquired in continuing education contributes to children's meaningful learning. To this end, a qualitative, descriptive, and bibliographical research approach was used to develop this work. The theoretical framework is based on authors such as: Arena, (2021), Gatti (2016), Imbernón (2011), Jolibert (1994), Paulo Freire (2005), Smolka (2012), among others. The results of this study reveal that continuing education can, in fact, have a significant impact on the quality of literacy teaching. Teachers who participate in continuing education programs have improved mastery of practical teaching strategies and a deeper understanding of student needs.
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