This thesis aims to understand the PNAIC, a program directed to the professional development of the literacy teachers and to the students’ education. To do so, there were analyzed two cities from Minas Gerais, a state in Brazil. Those are: Matias Barbosa e Juiz de Fora. Besides, this research tries to understand which management actions were made to implement PNAIC. So, the program was investigated through the non-silenced voices of the literacy teachers. This methodology was chosen, so that it could be possible to identify their conceptions and actions related to literacy, continuous formation and teaching itself. The adopted procedure was the qualitative research. The used instruments to collect data were: inquiries application with open and closed questions and semi structured interview with different actors, such as local coordinators; teaching advisors; literacy teachers; educational secretaries; and formation professors. All of them participated of PNAIC in Matias Barbosa and Juiz de Fora from 2013 to 2015. Besides, there were studied the official documents of the program and other sources of data. The data analysis was then crossed with researches from the field of literacy (Mortatti, Carvalo, Soares); and professional formation and development (Tardif, Nóvoa, Gatti, André, Formosinho, García, Day). The interviewed literacy teachers point out that the experience with PNAIC allowed the professional development. Through it, it was possible to exchange experience; have access to rich material for study and research; and to understand new activities and innovational practices. Those experiences show that teachers could change their teaching practice. Besides, the research also showed that there are differences on the local management practices related with PNAIC. Those dissimilarities of the program s implementation process on the two investigated cities were noticed mainly on the adhesion and follow up of the literacy professors and study advisors. Besides, the professors point out the relevancy of the follow up process to their teaching practices and professional development. Through it, is possible to improve educational methods, especially when finding new practices and solutions to the educational problems. The research shows the importance of continuous formation programs, as PNAIC, to the promotion of the professional development of literacy teachers. It is possible to conclude that the teaching professional development happen through the professional valuing and through the skills of acquiring new knowledges and competences to the literacy practice. Those kinds of programs also help to develop innovative practices, the experience exchange and its improvement. Besides, they also help to improve the educational practice as a whole.