The school has looked for to make an inquiry in what if it says respect to the linguistic experiences of the children in the home and the classroom, where if is placed the guilt on the pupil when not if to a good performance, being able to be attributed with a deficient pupil whom it needs one special attention. On the other hand this lack of performance or motivation come of the school can be considered. According to Halliday (1978) ‘ ‘ Everything what happens in classroom and what failure is pertaining to school is not a linguistic problem, but semitico. The schools must be reprehended by its lack of understanding of the relations language society and the semiticos conflicts between pupils and professors: this the two sides interpret event in symbolically different ways the same.
For the author the concept of an opposition marries and school this on a belief and culture on the education, also being on the knowledge acquired for the pupils many times the pupils is rejected by the professors and also by the seen society being in different way. The reading of literary texts, for example, many times takes in them to travel, to know horizontes new, to reflect on other possibilities of action and to develop common-sense for child if to characterize with what to read, that is, the reading not part only of the school, but yes of the incentive of the parents also to collaborate together in the learning of the children. 2,8 READINGS, WRITING AND LETRAMENTO. If it could initiate the debate with the constatao of that the terms reading, writing and letramento can mean all the things for all the people. Therefore, nor all the people understand what they even though read in a text or a document. Many times are necessary that another person interprets to be able to understand it, these translations and interpretations seem to apply the different languages in such a way how much the different varieties of one same language, the reading for same itself rare is taught after the initial years.