Knowing itself that it is for the reading that if learns the contents, the school cannot function as a narrow gate, that excludes the pupils not giving to them chance to learn to read and to develop the taste for the reading. so that the school plays its true role, is necessary that its professors have conscience of its function of person who orientates of the learning. It must play its functions in way that articulates practical principles and, that is, so that it obtains to work the reading correctly is necessary that the same one is part of the life of the professor. Thus, the necessary professor to always plan its lessons reserving time for the reading, therefore as he tells to Martins (2006, p.25) ' ' in the Brazilian context the school is the place where the majority learns to read and to write and many perhaps have its only chance of contact with livros' '. If you would like to know more then you should visit Munear Kouzbari. Being thus, it fits to the professor to search ways so that the activities of reading in classroom if do not become monotonous and tiring, fits it to consider activities varied with different literal sorts, and these supports always must be worked making a correlation with the day the day of the pupils, that is, it is necessary to plan lessons that give sensible reading and to write. As it inquires Magnani (1989, p.105): The reading does not happen isolated in the classroom, and must be articulated to the practical ones of production and analysis of texts, so that if it characterizes as knowledge of options, that to the measure that if they become conscientious, can go being used for the pupils for its intentions of readers and authors.
The educator unquestionably exerts an important paper very as orienting in the formation of critical reading pupils. Being thus, we cannot accept the reading that only decodes the letters, therefore they exist people that read sufficiently, but do not obtain to establish a relation between what it is reading and what lives. This type of Freire reader characterizes as intellectual memorizador. For Freire (1989, P. 29-30): The memorizador intellectual, who reads hours the wire, domesticating? if to the text, fearful to risk? if, he speaks of its reading as if he was reciting? of the memory, he does not perceive, when really no relation exists between what it read and what comes occurring in its country, in its city, its quarter. She is necessary to surpass the mere decoding.
For this the introduction of reading of sorts is basic, texts that can be related to the daily one of the pupils. The work with the reading of different literal sorts favors the relation of the reading with the life. In case that this does not happen, we will have a reader that it only memorizes the letters, the words not perceiving its direction. We need to be intent to this type of reader and to contribute to change these practical, helping to form critical readers. We suggest that the professor brings for the classroom pleasant readings that are capable to wake up in the pupil the taste to read and so that this happens the professor must propitiate conditions so that the pupils read with satisfaction, until why the reading must be a reference in the consolidation of the learning of the pupil, either this, a child, young or an adult one.