6th) The two moments were asked to respond adequately to participants in a serious and responsible approach to each survey, stressing the need to answer the entire questionnaire, seeking to avoid abstentions, if possible. 7) The survey raised in the first part general information such as whether or not he teaching, nationality, if you speak Guarani or not, and whether or not Guarani studied. Among the specific data, in part, included four questions: whether or not to important to include the Guarani in bilingual education, if not considered important to implement bilingual education in educational reform, if you know at least one grammatical difference between the Guarani and the Castilian, and if it considers that an understanding of the grammatical differences between the Guarani and the Castilian, can collaborate in its best performance and teachers. These four specific questions were presented again at the end of days, in order to estimate the positive or negative attitudes of the participants on these questions, starting as soon as knowledge and understanding of the grammatical differences between the Guarani and the Castilian. 8) The questionnaire surveys were conducted closed, ie, with the only options to respond with "yes" or "no." We decided to present this type of survey taking into account that the four specific approaches do not allow, in our opinion, vague and imprecise answers, even more so considering that the participants are teachers and students in teacher education, currently associated with the Educational Reform and bilingual education. 2.2.2. Relevant aspects of the results of the survey respondents overall Total: 245 Teachers in exercise: 209 (85%) Guarani Talk: 236 (96%) Students teaching: 36 (15%) but does not speak Guarani means: 6 (2, 5%) does not speak and do not understand Guarani: 3 (1.5%) in the initial result that only the 12% of respondents claimed to be familiar at least one grammatical difference between the Guarani and the Castilian, for having participated in similar conferences on the subject. .