However it grows and goes for school to extend its orality and at the same time to learn to communicate itself of written form, when coming across itself with this new modality of communication the majority feels difficulty in writing, at the times arrives at the end of Average Ensino, but it does not obtain to write a ticket, a letter, a description, a narration, an argument and more worse not yet it obtains to extend the orality brought of house. This is a gap left for the alfabetizao and if it will not be corrected in time, the individual goes to load this deficiency for the remaining portion of its life. The professor of the Basic Education, Portuguese Language or other areas of the knowledge must carry through activities of reading and production of text leading in account some factors, the series/age, but, over all the previous knowledge of the pupils, the semiticos resources of the worked texts, the context where the texts are produced and the presented intentions of communication in the same ones, this so that the pupils can develop the capacity to write with fluency, without being worried mainly about the formal aspects in the initial pertaining to school years, therefore with advancing of the process and without fear to write, goes learning the norms of the language and of course goes making familiar itself to them, without atropelos, and with certain flexibility on the part of the professor who will have to guide them to write it different types and sorts of texts, so that when arriving at the end of Average Ensino they obtain to communicate of all the forms with coherence and cohesion..
The linguistic preconception in the pertaining to school reality Midiane Venceslau Dos Santos 1 ' ' In they cannot teach nothing to them whose idea let us not have already in ours mentes.' ' Leibniz He is obvious, that the desired ideal education, is the education pautado in the education for the freedom, praised for innumerable educators. However, the school if it has shown imcompetent person to take care of to the demands of the society, generating the failure pertaining to school and accenting the social inaqualities. In this context, it can be attributed to a parcel of this responsibility the referring problems to the language as, the contradiction enters the language of the privileged layers, seen as standard, and the language of layers popular, censured and estigmatizadas for that one. In the Brazilian system of education, as much knowing as the culture, is tied the expressions in a linguistic variety, classified for a minority of dominant, of ' ' language culta' ' , that it does not correspond to the linguistic variety said by the majority of the population. However, the access to the learning of the cultured language comes being made it difficult for the proper educational system, when it disrespects the pupil as subject falante, it adopts an inadequate methodology to the context of the pupil, not taking in question the difficulties of learning of the different languages. The language is not a communication question alone; it she is on also to the life, the culture, the history of a people. The Portuguese as any another language, is not exclusive of only one classroom of individuals in a closed group, but it is a social phenomenon, is inserted in the culture of a people, then, it is a dynamic phenomenon that is subject to the evolution throughout the time. The dialects of a language even so differentiated by proper and specific uses, are similar between itself; at the moment where these differences if to become more visible, them could be recognized as different languages, as it happened with Latin, that it generated the Portuguese, the Frenchman, the Italian etc.