Education of literacy teachers: systematic review of scientific production carried out in Brazil between 2014 and 2018

This research, result of a dissertation, had as objective to indicate the thematic, theoretical and methodological trends of scientific production published between 2014 and 2018 in Brazil about education of literacy teachers. With a qualitative approach, this research is characterized as bibliographic, systematic review. The analysis corpus was generated in the CAPES Catalog, involving 58 dissertations and 13 theses analyzed with content analysis. It was indicate as thematic trends: the policies of continuing education; continuing education within the school; the professional development of teachers; and the curriculum of the initial education of the pedagogue. As theoretical trends: the reflect on the practice; the critical and political view of education; the knowledge necessary for teaching; the formation of the literacy teacher and the teacher as the protagonist of his/her own formation. As methodological trends: the studies bring recurrent processes in research in education, the concern with the daily movement of the literacy teacher in the profession and the role of the teacher in the research processes. It was highlighted as gap of scientific production to deepening of studies on the education of literacy teachers, historical aspects of literacy and the development of autobiographical research. There was an absence of research on the induction period of beginning teachers, on researcher teacher and on professional life cycle, besides quantitative research, research-action, participative research and practical community research. It's expected that this investigation will strengthen the field of studies on teacher education, especially on the education of literacy teachers, and that this work will contribute to the qualification of future research on the subject.