The teacher and the difficulties in the field of literacy

Discussions regarding literacy and teaching practices involved in the process have intensified in the face of school failure in contemporary times, while social demands require a higher quality of this process. The present research, through the bibliographic analysis on literacy and on the political philosophical foundation of teacher education, seeks to understand the role of the teacher in the face of literacy and the difficulties that may arise in this process. After several transformations in society, education, recognition of the different student profiles and the work carried out in the field of literacy, it was possible to see that the role of the teacher was gradually changed and continues in a movement of dialectical transformations, which refute the search for a method single; the current and necessary search is for the formation of teachers aware of their role as a promoter of the construction of knowledge on the part of the students, providing them with the right to read, write and communicate in a competent and active way in society, both in the sense of transforming her and in the sense of perpetuating their relationships.