This article was developed with the objective of understanding how the methods can contribute to the literacy process developed in the classroom, aiming, therefore, to discuss what is the best methodology to be privileged in the work done with the students of the initial grades. To support the theoretical foundations, we sought to understand the concepts of literacy, of method, as well as to discuss traditional and constructivist pedagogical trends, focusing on synthetic, analytical methods and the ideas of Paulo Freire and Emilia Ferreiro, who defend constructivist literacy. . The investigation was carried out based on observations and experiences in the classroom of the Vale do Guaporé Municipal School, located in the rural area of the municipality of Vila Bela da Santíssima Trindade-MT, where for three months the researchers observed the practices and talked with the teachers school literacy teachers. The methodological approach contemplated in the research was a qualitative investigation and a bibliographic review, which made it possible to raise information about the theme. Its theoretical framework is based on: Freire, (1980, 2000, 2001), Kato, (1999), Barbosa (1994), Silva (1981), Corrêa (2000), Soares (1998), Ferreiro (1987). Thus, the result showed evidence that good methods are fundamental in the practice of literacy, as they contribute to the students' learning. It is important to state that in addition to choosing a good method, these need to be well thought out, planned and organized, in addition to having the monitoring of children's learning. Based on the research, it was observed that it is necessary to invest in constructivist teaching methods, making it possible for literacy to be active, efficient and effectively contemplate children. In addition, the need to invest in studies and dialogues about constructivist methods is also highlighted, as teachers demonstrate weaknesses in their understanding.

The aim of this research is to understand the role of the trainer in the context of continuing teacher education, highlighting its importance in the process. To carry out the studies and substantiate the article, we seek to dialogue with several renowned authors, such as: Nóvoa, Prada, Saveli, Perrenoud, Weisz, among others. For the methodology was adopted a field research, of qualitative nature with interpretative nature, seeking to understand the research objective and to show that the trainer is the most important subject in the construction of meaningful formation for the teaching and learning process of the teacher and for its role in the construction of knowledge necessary for teaching. The research was conducted with 10 (ten) subjects, teachers of a kindergarten center in Campo Verde - MT. The choice of this field of research is justified by the presence of the continuing education process in the institution. The instrument used for data collection was a questionnaire, containing 06 (six) open questions. The results show that one hundred percent of teachers recognize the importance of the trainer in the continuing education process, making it clear that they can make countless contributions to classroom praxis; They also describe that to be a trainer is not enough to be a teacher and narrate that the profession of trainer requires specific characteristics to develop a good performance, such as: know how to listen, be dynamic, companion, have experience, among others. Thus, the research data contributed to the achievement of its objectives, making clear the information raised and the contributions of the trainers in the context of education.

With this scientific investigation we aimed to understand if the children, in the phase previous to the Complex of Oedipus, evidences discriminations in the relations of genera and sexuality that indicates the way of being girl or boy. Following the type of action research, we look for elements present in the teachers' discourses and alternatives for the understanding of pedagogical impasses. The following methods were used: inductive and case study; because the problem was investigated from the intended objectives. The techniques of data collection were through interviews with structured topics with questions open to teachers, and student observation. To analyze the data, a qualitative interpretative approach was adopted in a discussion of the empirically obtained data interpreting its results with the contributions of theoretical authors. The result of this investigation was the one where the children showed discrimination in the relations of gender and sexuality after the third and fourth year of life, leaving this evident in the observation of their behavior, in the relationships they establish and in the teacher's eyes. It is concluded that in addition to the taboo, the resistance, and the lack of control over the subject, there are difficulties to find theoretical and methodological alternatives to deal with these themes with coherence, without trauma and without prejudice, because they demonstrate an adultcentric and heteronormative understanding.

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