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This study aimed to reflect about the challenges of training teachers responsible for the literacy of children, especially from  the conception of language writing as a cultural instrument complex, whose appropriation develops superior psychological functions. From a historic-cultural perspective of human development, it was realized how great these challenges are, given the fragmented nature of teacher education, which tend to take rhetoric as theory and activism as practice, disconnecting two aspects of human knowledge production. Moreover, it is a formation that has not sufficiently covered  the contents to be taught to children, giving priority to the minimum capabilities that serve the everyday life at the expense of maximum capacities achieved by mankind. The written language and its teaching are objects that are complex, specific, not everyday, conceptual, which can be only truly understood by way of conceptual thought, which also needs to be taught. Thus, although the overcoming of functional illiteracy in the country seems far, we believe that the mediation of abstractions, in teacher training, is an essential way to fight for the right of all people to the development of reading and writing skills.

Desafios da formação de professores alfabetizadores: em busca da apropriação da linguagem escrita como desenvolvimento humano