Tensions and priorities on the process of continuing training for literacy teacher: from the conception to the training practice. Práxis Educativa, [S. l.], v. 11, n. 3, p. 861–880, 2017. DOI: 10.5212/PraxEduc.v.11i3.0020. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/8729. Acesso em: 30 may. 2026.