Cultural heritage, reading and training: The teacher practice.

Abstract

This paper seeks to demonstrate the extent to which the teacher is able to make reading as a formative principle, reinforcing the notion of cultural heritage. For this purpose, it expresses the results of a research grounded in the participant observation methodology and carried out in schools from 2002 to 2009. Consisting of reading practices, the article points out the school as a key in the formation of readers as well as assumes the role of the teacher as a facilitator of the process. In conclusion, it demonstrates the reading potential as a formative principle used to consolidate the cultural heritage of a people, which is expressed largely through his literary output. In this sense, reading can establish links with memory, taking on values that constitute and transcend generations.