Abstract
Many students learn to define the verb only as: "action, state or phenomenon of nature", we understand that this makes it impossible to operate with the concept of the word consciously and arbitrarily. In view of this problem, the objective of this study is to analyse the theoretical and methodological orientations about the teaching and learning process of the verb concept disseminated in textbooks for the 3rd, 4th and 5th years of elementary school. The methodology consisted of documentary analysis which sought to verify the activities proposed in these books. The results indicate that the teaching of grammar, especially the concept of verb, is limited to decontextualized exercises that use sentences and loose words, instead of using textual genres. We understand, therefore, that this teaching proposal present in the analysed materials limits the learning of the language and the development of the thought.
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