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Neste trabalho, reflete-se sobre questionamentos de professores que participaram de um programa de formação continuada ocorrido no Rio Grande do Sul, oferecido pelo Ministério da Educação, em parceria com a Secretaria Municipal de Educação. Parte-se das impressões que os educadores tinham no início da referida formação, comparando-as às compreensões explicitadas ao final do curso. Neste período de formação, compartilhando experiências e conhecimento, aliando teoria e prática, dúvidas e inquietações foram dando espaço a novas perspectivas para reavaliar e modificar o fazer pedagógico. Destaca-se que o letramento, assumido em todo o processo de ensino e de aprendizagem, é, acima de tudo, ensinar o aluno a falar, ver, ouvir, ler, escrever, calcular, entre tantas outras habilidades. Todavia, primeiro, os professores precisam aprender a fazê-lo. This paper reflect son questions of teachers who attended a continuing education program that occurred in Rio Grande do Sul, offered by the Ministry of Education, in partnership with the Municipal Department of Education. This article presents the impressions that educators had at the beginning of the training so as to discurs and compare these impressions to the understandings expressed at the end of the course. In this period of training, sharing experiences and knowledge, allying theory and practice, questions and concerns were giving way to new perspectives to reevaluate and modify the teaching practice. It is important to say that literacy, seen as present in the whole teaching and learning processes, is, above all, to teach the student to speak, see, hear, read, write, calculate, among other skills. However, first, the teachers need to learn how to do it

"Batizando e ressignificando práticas pedagógicas" no ensino da língua materna: o papel da formação continuada