According to Moral (2004), the alphabetical writing is a system and not a code, to read is not to decode, to write is not to decode. What the necessary child to understand is that the alphabetical writing is a notacional system. This makes much difference. To sound (2003), the necessary child to develop abilities of fonolgica analysis, recognizing the sonorous segments of the words as metalingustica reflection and detaches that the necessary child if to appropriate of the alphabetical system. Tfouni (2004) affirms that, while it occupies (who if occupies) of the acquisition of the writing for an individual, or groups of individuals, the letramento focuses the aspects partner-descriptions of the acquisition of a system written for a society.
In accordance with Talles (2001), the development of the thought is possible to the measure that the individual interioriza the objectified human cultural patrimony in the material and intellectual products (language, sciences, arts etc.) that it receives to the rising as legacy of the last generations. According to Teberosky (2003), the construtivismo contributed for the understanding of that the alfabetizao occurs in determined cultural and social contexts, and of that the writing, the verbal language and the reading if more develop in interdependent way since tenra age. For Zunino (1995), a proposal pedagogical must answer to the commitment to create a learning scope in which the adults contribute to favor the cognitivos efforts of the children in the appropriation of the pertaining to school contents. It understands the proposal pedagogical as methodology, as a way to arrive itself at an end. In the case, this end is the learning of the verbal language and writing, that is, is to alfabetizar and to letrar. To finish, relembro the objectives considered for the education of the verbal language and writing. We accept the suggestion of the curricular referencial to focar the education of the verbal language and writing in three blocks of contents: to speak and to listen, practical of reading and practical of writing.