This thesis aims to analyze how the resistance movement to uphold the National Pact for Literacy at the Right Age (Pacto Nacional da Alfabetização da Idade Certa - PNAIC) was developed in the State of Rio de Janeiro in 2019. This process was developed mainly through a collaborative process involving representatives from educational institutions, such as the Federal University of Rio de Janeiro (UFRJ), the State Department of Education (SEEDUC/RJ), and the Union of Municipal Education Directors (UNDIME). This initiative emerged from a revised version of the continuing education policy. This, in its turn, sought to sustain discussions on school literacy with/among literacy teachers and establish a state network of literacy specialists. Additionally, the study investigates the actions undertaken to implement the PNAIC during this period, from the perspective of those who coordinated the collaborative framework between universities and municipal education departments specifically, local coordinators from six municipalities in Rio de Janeiro that adhered to the PNAIC. Their insights are crucial for understanding the challenges and limitations of this continuing public education policy. This qualitative research employed two data collection instruments: an online questionnaire (Google Forms) and a supplementary online interview (Google Meet) with selected local coordinators who had previously responded to the questionnaire. The theoretical framework draws on official PNAIC guidelines and published works by leading researchers and authors in education, literacy, and public policy, including Ball, Candau, Freire, Gatti, Nóvoa, Tardif, Soares, and others The data analysis maintains a continuous dialogue with these researchers and authors. In this regard, the findings highlight the significance of this continuing education policy throughout the years of its implementation and, specifically, in 2019. They reveal both an act of resistance in the effort to reconfigure approaches to teacher education for literacy educators, and the positive impacts on the professional development of these teachers and on the learning outcomes of early childhood students. The results suggest that the PNAIC/RJ continuing education initiative in 2019 represented the continuation of a large-scale public educational policy, albeit with structural changes, directly contributing to the articulation between basic education and public universities. Furthermore, it enabled local training needs and experiences to be taken into account during the professional development process, supporting municipalities in the development of local literacy policies and contributing to broader discussions and actions aimed at shaping new literacy education policies. Finally, the findings underscore the urgent need to invest in continuing teacher education as a priority condition for ensuring students right to quality education, while respecting teachers knowledge and experiences and grounding the training process in a perspective that values the protagonism of literacy educators.