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@article{National Commitment to Literate Children: discourses of the training axis_2026, volume={11}, url={https://revistas.uepg.br/index.php/retepe/article/view/25655}, DOI={10.5212/retepe.v.11.25655.003}, abstractNote={
This article aimed to analyze the guidelines set out in the teacher education axis of the National Commitment to Literate Children, implemented by the Ministry of Education in 2023. The study adopted a qualitative approach, based on documentary research. The theoretical framework draws on the policy cycle approach (Ball, 1994, 2001; Bowe; Ball; Gold, 1992). The materials analyzed included Decree no. 11,556 of June 12, 2023; the document presenting the Commitment; the Guidelines Handbook for the formulation and implementation of continuing teacher education strategies; and the Guidelines Handbook on governance design and the functioning of the State Strategic Committee.  The documents that constitute the Commitment make it possible to understand how educational governance is embedded in its discourse, how evaluation mechanisms reverberate in teacher education initiatives carried out in local contexts, and how spaces are opened for privatization and for new actors involved in the management of the policy underway. This context, in turn, influences teacher education processes and the practices of beginning literacy teachers. Keywords: National Commitment to Literate Children. Training axis. Education policy.
}, journal={Revista de Estudios Teóricos y Epistemológicos en Política Educativa}, year={2026}, month={Jan.}, pages={1–16} }