Focusing on the relationship between teacher training and literacy practices, this book identifies and analyses everyday situations in the school, which are gradually unveiled as a complex space in its multiple relationships. From this perspective, literacy practices, in their social development, are theoretically not an easy concept to put together, as they mainly involve discussing education in contexts deeply marked by social inequalities. Thus, thinking about education from this perspective means proposing a reflection on educational actions based on an understanding of the different social realities in which its students find themselves. This book, the result of a master's degree research project, focuses on the contributions of a continuing education programme to the pedagogical practices developed in the literacy cycle and aims to raise reflections on some aspects considered essential for the development of an education that goes beyond political and economic injunctions.
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