Abstract
The initial training of literacy teachers consists of Degree courses in Pedagogy. In this sense, this work aims to discuss the place of literacy teacher training in such courses. To this end, a documentary analysis of the curricular matrices of Pedagogy courses at Public Universities in Brazil was carried out, in face-to-face and distance learning modalities. The data collection was carried out through the Universities' websites, in the year 2022. The discursive enunciative approach to literacy was adopted as a theoretical framework. The partial results of the research point to the need to know, analyze and reflect on the proposals of Pedagogy courses in Brazil, in order to contribute to the effectiveness of literacy teacher training, as well as to the planning of public policies that favor the reduction of illiteracy in the country.
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