Programas de Formação de Professores Alfabetizadores: do PROFA à Política Nacional de Alfabetização – PNA

The aim of the study is to discuss about the theoretical conceptions and speeches about literacy present in the public policies offered by the Ministry of Education in the last twenty years for the formation of literacy teachers: PROFA, Pro-Literacy, PNAIC and PNA. A qualitative research of the documentary type was developed, based on the investigation of supporting/delimiting documents of these programs. The investigation was theoretically based on studies about literacy skills. It was found that PROFA, Pro-Literacy and PNAIC use very close to literacy discourses, having their practices based on the constructivist paradigm, literacy and phonological awareness, while the PNA has been deconstructing this discourse, as it defends phonic instruction.