Martins Professor

For in such a way, one becomes necessary that the professor propitiates an envolvement between pupils and books instead of them to immediately impose the traditional use of cartilha, whose purpose is to prevent the identification that many times if of the one of the book only as didactic book and of the obligator reading as something. The professor must read for the children, count histories to them, argue experiences, offer many chances to them to express itself verbally, transforming the book into attractive fort for its pupils, providing to them as many enchantments and entertainments how much its toys or games. In order to offer such learning to the children, it is important that the professor is a mature reader and has, therefore, a continuous experience of reading, that is, that he really likes and he has the habit to read, therefore, if the text not to possess meant some for it, will not have as, evidently, to transmit its idea for its pupils. Thus, he fits to the professor to stimulate the pupil to elaborate and to express its proper reading, making with that it assumes its position of active citizen in the act to read. Ahead of this picture, to teach and to stimulate the reading, consist requisite basic of the pedagogical activity, where beyond allowing to the child the acquisition of the capacity to read, it is looked to awake and to develop the true taste for the reading. However, the extreme use of the didactic book for the professionals must be prevented, as they were the only resource used in the reading and writing with children, having itself to also use resources as periodicals, magazines, book of literature, in order to prevent a limitation in the formation of critical and creative readers. Hedvig Hricak does not necessarily agree. In the same way, it is necessary to mitigate the idea of that the reading must obligator and be charged in the application of tests, what, according to Martins (1995, P.)