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O artigo apresenta resultados de pesquisa sobre alfabetizacao, com professores egressos de curso de Pedagogia, no contexto da ampliacao do ensino fundamental e das politicas educacionais de gestao, filiadas a nova ordem mundial. Pela perspectiva historico-cultural da linguagem e do desenvolvimento humano, analisa elementos dessa ampliacao e significados do ensino de lingua materna nos anos iniciais da escolarizacao. Realizada com questionarios e analise de documentos, seus resultados evidenciam aspectos epistemologicos e politicos desse ensino; destacam os conhecimentos linguisticos expressos pelos sujeitos e o desafio da definicao dos conteudos de ensino da area; apontam fragilidades na relacao dos professores com os conhecimentos especificos do campo; e um conflito entre necessidades de formacao linguistica nos anos iniciais do EF e as possibilidades dos professores que a efetuam, indicando necessidade de conjugacao de politicas publicas vigorosas de formacao de professores e de estruturacao curricular, para a escola poder atuar no desenvolvimento linguistico de professores e estudantes. Palavras-chave: Politicas educacionais, alfabetizacao, formacao de professores. ALPHABETIZATION, PEDAGOGICAL CULTURE AND LANGUAGE KNOWLEDGE POLITICS: dialogues with the teacher s education Abstract: This article presents results on an alphabetization research, conducted with teachers graduated in Pedagogy courses, in the context of expansion of elementary school and educational policies for management, affiliated to new world ordaining. Historical and cultural perspective of language and human development, analyzes the elements of such an enlargement and the meanings of teaching the mother language in the early years of school. This research was conducted with the use of questionnaires and documentation analysis, and its results highlight the political and epistemological aspects of elementary school, with emphasis in language knowledge as expressed by the research subjects and the challenge of definition the teaching content in this context. It also uncovers some fragilities in the teacher s relationship with their specific knowledge, and a conflict between their needs for linguistic formation in the early years of school and the teachers’ possibilities in their field, thus indicating that there is a need of conjugating of vigorous public policies of teachers’ formation and curricular structure so that the school can actively work on the linguistic development of both teachers and students that the first years of school pose. Key words: Educational policies, alphabetization, teachers’ formation.

POLÍTICAS DE ALFABETIZAÇÃO, CULTURA PEDAGÓGICA E CONHECIMENTO LINGUÍSTICO: diálogos com a formação do alfabetizador