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In this paper, the production process of the pedagogical practice of the beginning literacy teachers is analyzed, in order to contribute to their training. The theoretical framework is based on the understanding of theory as an expression of practice (MARTINS, 1996). The research is qualitative and the analysis was based on Bardin (2011). The data were obtained through questionnaires applied in 40 schools in a Municipal Education Network and semi-structured interviews with 17 teachers. The results indicate that the teachers’ pedagogical practice is constituted by challenges, by external and internal determinants and strategies produced from the problems originated in practice. The training process of these teachers requires an expansion of collective work spaces and an understanding of the specificity of literacy.

Prática pedagógica de professoras alfabetizadoras iniciantes: processos de produção e contribuições para a formação