In the truth to be professor is a divine gift, therefore beyond teaching to read to write, to be in counted direct with innumerable people, we have the direct chance to demonstrate how much we can be happy, enthusiastic and that to live well, having the conscience in power to be useful. As he affirms the great Rubem Alves: the professor is a semeador of dreams and that he has the possibility to show to a different world and its possibility of construction, he must live with joy and optimism. We live in the society of the imediatismo, of the haste and where the fashion (so passenger) does not allow that let us be people in its true one felt. Perhaps this can be one of the great frustrations of many professors. How many professors depressed and depressive and how many already they do not enchant themselves with its profession, not because had left of being ‘ loving of educao’ , but for fact to be forgotten and placed as category bequeathed to ‘ extermnio’ , therefore many governing exist that if they remember the education and the professors at time of electoral campaign, in this time is easy and empolgante to speak of the educator and the art to teach, however, arriving at the power forget the promises. Friends professors () our cordial congratulations.

They do not forget: we are formadores of great opinion and ‘ ‘ provocadores’ ‘ of the society. She is necessary to occupy spaces, to emit opinion, not to be been silent and nor to have position doubtful, that is, if cannot live on of the wall. The intellectuality must be exerted, is not owners of the truth, but also we cannot live in mere simplicity.

To understand the paper of the school while important space for the process of socialization of the child is basic task of the professionals of the education, so that they can make possible conditions so that this if materialize. The act to read inside of obligatory and descontextualizada form of the routines of classroom, mainly in the initial series, has shown inefficiency, since the indices of functional illiteracy sufficiently are raised. To work with Literature in the school is to promote the learning that serves for the constitution of citizens that simply do not belong to a society, it questions however it transforms and it. When reading spontaneously for itself exactly or its pairs, the pupil perceives in the reading a resource of interaction with its interior and exterior, becoming this act at a diversion moment and pleasure as well as in the tricks, much of the times barred for the norms of the school. Good part of the daily procedures of the schools is granted because of the necessities of the established educational system, and these necessities, frequently, they prevail on the necessities of the children (BETTELHEIM, 1984, pg: 17). It is evident that the necessary professor to read so that its pupils can be involved for the text, serving of referencial for the group. However the professor is not only enough, to perceive that its pairs also feel and can feel pleasure and if to amuse with the reading can be much more attractive.

When working projects that privilege Literature in the school, we are promoting the emancipation of knowing, breaching the idea of that to read is one practises pertaining to school and that this, is beyond the walls of the requirement and classroom of the professor. To develop the reading culture in the pertaining to school environment, does not summarize the activity of the learning, but also of the professor who, without generalizing, this distant one of books, at least of unobligated form. What in arremete to reflect on it analyzes so made right of Pablo Freire, ‘ ‘ who form if form and remodel when forming and who is formed is formed and formed to the being formado’ ‘. (FREIRE, 1996) In the reading we discover new words and new uses for that already we know. Beyond being involving, the reading expands our references and our capacity of communication. In this direction, the intention of this quarrel is to contribute to give one (reverse speed) meant to practical the educational ones from a perspective ampler than it brings for the pupil the autonomy to learn, to develop essential attitudes and attributes so that it can lead its proper learning in direction to the development of the abilities that composes them pillars of the education of century XXI.

Still according to authors, the development of these stages requires action of comment, registers (perception), exploration (analysis) and appropriation (interpretation). In this way one searchs to construct in partnership with the social actors an educative process directed toward the knowledge and the valuation of the memory and the local identity. The preservation of the cultural patrimony is basic for the maintenance and the meeting of the social and cultural identity allowing the identification of the dynamics of individual action human beings and collectively. (Mamede, 2008) the methodology of the Patrimonial Education is materialized through the communitarian object study as strategy of learning of the sociocultural context. In this direction the patrimonial education intends to be a program that searchs the awareness of the communities concerning the importance of the creation, valuation and of the preservation of the local patrimonies. Such awareness is constructed by means of the interaction of the population with the patrimonies of the region where they live. 3.1 – Direct actions of Patrimonial Education For the Sucroalcooleiro Sector As we said the necessity above to inside integrate the local communities of the alive history of the city and the region basically require the approach of this community with the patrimony associated it. About this direction interactive activities had been thought that search the wakening of the cultural conscience, so that the valuation of the Cultural Patrimony not only comes to instigate to foment the valuation of the local identity as a whole, as mainly it comes to create multiplying and diffusing agents of knowledge.

The idea is that such activities generate integration nets that come to culminate in the full exercise of the citizenship and the responsibility front to the cultural patrimony. The activities had been thought inside of the different social and local contexts, trying to maximize the process of creation of the knowledge. Thus in, Feiras the Farming ones; educational activity directed by the way of exposition of displayed archaeological devices in show windows, banners, clarifying pamphlets, projection of films and photos, using to advantage the diversified public of visitors of the fair.