Da prática pedagógica do formador do alfabetizador, perspectivas para a didática

This article presents didactic perspectives for literacy teacher developers by systematizing the practices produced by literacy educator developers in higher education. It starts from the assumption that the systematic teaching of the literature in the area expresses a pedagogical practice arising from a particular type of social relationship within the mode of production that sustains it. It has as its epistemological axis the 'Didactics practice' advocated by Martins (2009) and the knowledge arising from it, which implies analyzing this practice in a complex causal relationship. From this point of view, the prospects for didactics presented in this article are not requirements, but indicators of possible paths for the organization and implementation of a pedagogical practice in the development of literacy educators. The results contribute to the pedagogical practice of literacy educators and match the development perspective of reader teachers in different situations, having reading, interpretation, writingand creation of meanings as guidelines, generating -- through this teaching practice -- a specific approach for developing literacy educators: alphabetizing literacy