TEACHING OF READING: THEORY AND PRACTICE IN SCHOOL OF CUIABA, MATO GROSSO

The work with reading in the Brazilian schools of basic education has shown to be fragile, which leads to thinking that the theoretical-methodological bases of the teachers would be deficient. To investigate, then, this practice aimed to contribute to the development of teachers and academics in their capacity to raise, to develop questions of language study and to formulate work alternatives for the school practices of Reading teaching. The methodology was field research developed between 25 teachers state public network of Cuiaba, Mato Grosso, for 18 months. It was finalized with an extension course of 20 hours focusing on the textbooks adopted by the schools and consequent reflections on reading and interactions between the development of the cognitive process, such as memory, record of experiential moments and the Social relations.