The teaching-learning challenge of the history curriculum component: in reading, interpretation and textual production

This article analyzes the causes that lead some students in sixth year of Elementary School, from Padre Faliero Educational Center and State School Professora Maria Curtarelli Lira, to have so many difficulties classes Curriculum Component History at time Reading, Interpretation Text Production. The study was guided by following question: Why do Production Textual? With general objective: To analyze main Curricular Reading , subject two hundred twenty-eight municipality Apuí, Amazonas, Brazil, four professors who teach both schools institutions. approach qualitative, analytical, descriptive, with application questionnaires interviews professors, analysis minutes notes, Pedagogical Political Projects Teachers’ Planning. information obtained arranged a descriptive explanatory manner. Coming conclusion: large percentage not fluency reading, interpretation textual production, lack diversification methodologies or innovative bore leaving them dispersed unmotivated.