We perceive in this affirmation that the act to read cannot be limited to the process of the reading, but it is necessary expandiz it in all the directions, without, is clearly, to lose of sight the perspective of the read text. In this direction, the reading assumes one another modality and if it transforms into one practical one of formation of the individual. However, the school in a general way, does not offer conditions so that the professor develops a work of this nature. It is important still, to call the attention for the fact of that the reading and the releitura of the world must have a character of a critical reading, that one that of everything it doubts and to everything it questions. Thus, important function of the reading is to promote the communication between the individual and its community, for making possible the construction of its knowledge on the culture and society where it lives. To read is a very common activity in some cultures, however, it has a difference accented between a counted history and a history deals. When hearing a history, the listener makes its imagination, creates its proper scene, with its ilusrio world, mainly when it has access the engravings of history whereas when reading history, it already more becomes attached the reality of proper history, thus making the scene to seem real of the reading. As it affirms Vargas (1955, p.5) ' ' to read always means an act to understand, to establish initially individual relations with each object or being that it nominates, extending them later ' '. To read means, therefore, spoon knowledge. Thus, throughout history and each time more in the current world, we have recognized the present necessity to improve our knowledge, searching solutions for the possible problems related to the study of the reading, in view of the current demands that value this ability.
It has a great depreciation of the Course of Licenciatura in Geography, therefore one understands that the bacharelado one is more important. This inaquality is evident when, speaking of geography, only some are cited discipline come back to the bacharelado course of and that they are not gifts in the Licenciatura. It is forgotten, however, of the importance you discipline them didactic-pedagogical for the course of the licenciaturas, and of that, the professor is the great mentor of the formation of the social one of the citizen. … dedicated institution to promote the advance of knowing and knowing to make; it must be the space of the invention, the discovery, the theory, new processes; she must be the place of the research, searching new knowledge, without the obligator concern with its immediate application; she must be the place of the innovation, where if she pursues the job of technologies and solutions; finally, she must be the scope of the socialization of knowing, in the measure where she divulges knowledge.
(FVERO, 1992, p.54). The profile of the geography professor if bases on the research, in the constant search for new answers. When all accept that already they have been found all the answers, the gegrafo appear with a new explanation for that reality. The teaching gegrafo sees the horizon with a differentiated look, looks at for the nature and contemplates the relief, perceives the landscape, it observes the formation of the ground from a still rude rock, and in its conception still it seems to hear the geomorfologia professor discoursing in its lesson on the formation of the landscape throughout the time. According to Andres (2008), the proposal of Lines of direction for the Initial Formation of Professors of Basic Education in Courses of Superior Level (2001), elaborated for the National Advice of Education includes the research as essential element in the professional formation of the professor.