The communication it happened through the verbal and verbal language, but this only could happen when one spoke and another one heard or vice versa. Therefore, the work with language was a dialgico process between speaker author, reading listener/, where the understanding was also an active and productive process. This interlocution comes in such a way being constituted of the proper language, and the languages in particular, how much of the citizens. The language to be in permanent process of construction its study and education cannot leave to consider this historical and unfinished process. He was understood that the work with the language in the school must take in consideration the reality of the pupil and its knowledge of world, therefore thus will be possible that the pupils face the space as of communication and interlocution. During the process and accomplishment and comment of the practical one of the professors of the field in the city of Manoel Vitorino-Ba it was rank the pupils ahead of varieties of verbal texts and writings, that had rich only linguistic characteristic in many different aspects of those already known.
The learning of the written language, even so, if initiates outside of the school, place of systematization and magnifying. Among others functions, fit to the school, the task to teach to read and to write its participants, but to read and to write as interlocution, where it means appropriation and production of a language where the citizen can establish bridges between the others, dialoguing and producing felt. However, to read and to write are distinct and complementary processes that demand different abilities, abilities, action that, in turn, each type of text, simplest in accordance with varies to the most elaborated, that it will become them competent readers and writers (jump pra the future. 1999 p.37). In this period it was clearly to all involved in the process the teach-learning that the alfabetismo is the knowledge of varieties of important texts it circular person.