The purpose of this text is to analyze the continuing education of literacy teachers proposed by the Federal Government, within the scope of the National Pact for Literacy at the Right Age (Pacto Nacional pela Alfabetização na Idade Certa - PNAIC) in the municipalities of Breves, Melgaço and Portel, in the state of Pará. It aims to verify the main advances in literacy teaching of initial grades, following this qualification process for literacy teachers. The study is based on historical-critical pedagogy, which in turn, is based on a theoretical-philosophical foundation of historical-dialectical materialism. The study methodology included a literature review, document analysis of the National Literacy Assessment (ANA) performance reports and the application of questionnaires. The results indicate two fundamental issues: There can be no quality education without considering the objective conditions for valuing pedagogical work, such as salary, teaching career and structural working conditions; and is necessary to rethink the operationalization of the continuing education of literacy teachers and the responsibilities attributed to them, given that the majority of these teachers are not given any guarantee that the conditions needed to carry out the work entrusted to them will be provided, highlighting, on a daily basis, the problems faced in the teaching work.