O professor e o Livro Didático no processo de leitura e letramento do aluno.

Abstract

This work analyzes some aspects of the Didactic Book - Portuguese Language - 7th year (CEREJA, VIANA, 2018), to investigate how the use of LD can be a facilitator in the practices of a literate teaching, having as theoretical subsidy the studies of the literacy proposed by: Soares (2010) and Kleiman (1995), considering how important this practice is for the learning process of the individual, since it is a strategy that aims to learn reading and writing; not only know how to read or write, but rather, to use these practices inserted in the social scope. And from the definition and use of the term literacy, the proposal is to insert it more and more in the classroom as a practice in learning reading strategies, given that schools end up distancing the environment in which the student lives pedagogical practices, making teaching limited in a social and interactionist practice. The teacher should note that he / she is responsible for mediating access to knowledge for the students, using contextualized means, adding tools for this - like the textbook, using it as an aid to class dynamism and not as an exclusive support character to practice teaching in the classroom. Regarding the methodology, a bibliographical research wascarried out on how the use of the textbook can help the teacher in the practices of literacy in the classroom. With this, it shows that for the teacher to use literacy strategies in the classroom, he can use the book as a tool, but not as an exclusive method; thus favoring the learning process in the school.