PURPOSE: to investigate the professors' behavior and habits from levels 1 to 4 of basic education before the reading and the practical of reading in classroom. METHODS: observational, transversal study, with the participation of 30 professors from the levels 1 to 4, in basic education, from public schools. Through a questionnaire with 15 open and closed questions type, information on the habits and attitudes of the professors had been harvested front to the learning of reading. RESULTS: from this sample of 30 studied teachers, a statically significant difference of behaviors (p <0.001) was found, and this means that a favorable behavior respect to affective relations with reading in childhood, was not prevalent among the teachers. CONCLUSION: the great majority of teachers did not develop an affective relation with reading, an important requirement to transform learning children in effective and avid young and adult readers.
Communication; Learning; Education
