2021-03-042021-03-042016-06PRADO, Jalma Geise Maria Brabo do; FERREIRA, Andréa Tereza Brito. Formação de professores: entre saberes e práticas – um estudo de caso. Margens, online, v. 10, n. 14, p. 12-30, jun. 2016. DOI: http://dx.doi.org/10.18542/rmi.v10i14.4262. Disponível em: http://repositorio.ufpa.br/jspui/handle/2011/12938. Acesso em:.1982-5374https://repositorio.ufpa.br/handle/2011/12938This article deals with the training of teachers and their relation to the practices and the teaching knowledge, based on studies of teacher training and daily life. It was sought to understand the docking process between knowledge derived from training processes and teaching practices having as its object the pedagogical practices and its relations with the knowledge related to teacher education. It was conducted a case study, making use of interviews and observation of practice and training process of a teacher of the literacy cycle and their study adviser, considering the formation of the National Pact for Literacy in the Age One - PNAIC Municipal network of Belém Teaching. It was realized that teachers, both as literacy trainers, have their unique way of "manufacture" their practicesAcesso Abertohttp://creativecommons.org/licenses/by-nc-nd/3.0/br/Formação de professoresPráticas docentesSaberes docentesTeacher educationTeaching practicesTeaching knowledgesArtigo de Periódico10.18542/rmi.v10i14.4262