TEACHER EDUCATION AND PRACTICE IN LITERACY

ALFALETRANDO AS A PUBLIC POLICY IN THE FEDERAL DISTRICT

Abstract

This article analyzes the structure, foundations, and guidelines of the Alfaletrando Program, implemented by the State Secretariat of Education of the Federal District (SEEDF) as a public literacy policy. Anchored in a qualitative approach and through documentary analysis, the study examines the relationship between Alfaletrando and the national guidelines of the National Commitment to Child Literacy (Compromisso Nacional Criança Alfabetizada – CNCA). The investigation shows that the Program integrates training actions, pedagogical monitoring, and the enhancement of contextualized educational practices, aiming to ensure literacy for all children by the age of seven. The results point to advances in the administrative and pedagogical organization of SEEDF, but also highlight challenges such as effective implementation in schools and the need for greater investment in infrastructure and teacher education. It is concluded that Alfaletrando represents a promising policy, though contingent upon institutional and pedagogical conditions that sustain its continuity and impact.