The letramento is intrinsically on to the way as the reading and the writing is understood and practised in determined social context. The master Pablo Freire was pioneering in the revolutionary idea of letramento, although not to use this term, when affirming that to if becoming alfabetizado, the citizen would have a way to take conscience of its reality and to transform it. In the reality, the social development of the writing occurred in function of some historical landmarks of that time, such as: ' ' emergency of the State as unit politics; the formation of national identities not necessarily based in ethnic or cultural alliances; the socioeconmicas changes in the great masses that if incorporated the forms of industrial works; the emergency of the education formal' ' (KLEIMAN, 1995: 16). All these historical and social landmarks had made with that the writing gained importance more each sped up time in the society. From the decade of 80 of the passed century, they appear, in consequncia of some works related to the writing, the New calls Studies of the Letramento or New Literacy Studies, which consider the independent model and the ideological model of letramento (STREET, 1984). The independent model is based on the understanding of that ' ' the letramento occurs by means of the language without context, of the independent speech and the thought analtico' ' (STREET, 1995, P. 154).

In this perspective, the letramento is a neutral tool that can be applied of homogeneous form, with equally homogeneous results in all the social and cultural contexts. It presents, still, the great verbal verge/written, being that, in the societies where the written letramento is not present, the fact is seen as great ' ' lacuna' ' to be filled by occidental methods that would take to the progress politician, economic and personal. To acquire the letramento would lead to the acquisition of logic, critical reasoning and scientific perspectives, as much in the social level as personal.

The direction of the pertaining to school unit confirmed that it was not asking for so that it intervened with the particularitities ' ' problemas' ' , but if it made work one directed toward the formation and information. To each year that initiated the first comment that made with regard to the pupils was related questions, ethical, moral, human, religious, aesthetic the values, politicians, vital, therefore it perceived that the pupils did not present knowledge on the types of values that the human being acquired throughout its formation citizen beyond disinterest for the studies. In the year of 2011 the infrequncia the indifference and the abuse of some pupils in classroom had taken the professors of this pertaining to school unit to a constant questioning. the direction of the pertaining to school unit decided to carry through visits to the families and the problem was detected, therefore the visited families presented absence of structure information, accomplishment of lectures execution of films, professional performances of diverse areas as: psychology, advice to tutor, social assistant, public prosecutor’s office, individual advice of the adolescent, psicopedagogia amongst others beyond the work with workshops, dynamic and of group, for a pedagogical intervention with intention to intervene from the actions with the pertaining to school unit with the change of behavior of the pupils. Thus the direction of the pertaining to school unit if congregated with the professors in the three turns to present the project and to hear the professors on other excellent subjects for the work, in the chance, displayed to the professors regarding the election of the estudantil bosom as integrant part of the project where the pupil will be to apar of the right responsibilities of the bosom and duties of the pupil and the programming of the opening of the project, all the gifts had agreed to carrying through the presentation of the project in day 08/08/11 as commemoration of the day of the student, in the chance the coordinator responsible Bethnia Andrade if compromised to search activities and dynamic for the day.

Evaluation: The project of sarau of the infantile reading systematically will be evaluated, in accordance with the production of child so that the advances in relation to the objectives considered and decided eventual impasses detected in its execution proceeding are perceived. TO READ THE PLEASURE: Sarau of the reading and in the production literal. From the estimated one of that the literary text has the power of the autonomy of the meaning, where if creates the proper rules of communication, between the author and the reader, giving the incentive the activities in the knowledge of the texts given to the meeting that will be in the house of the mediating of the Sarau of the Infantile Reading. Together with the five year children to the twelve years of age. Considering wing diverse modalities recommended in the literature of the area, with emphasis in the mediation of the reading. Developing some important programs as the art in the reading, things among others on the education and culture, on in our city.

Giving to the importance of the reading in all its programs where they consider to explore, the book and infanto-youthful literature in all aspects (form narratives, contents, illustrations, paper, format), respecting it relation between texts and images. Through counted history, in its diverse modality, since the teatral stage it ties the use of small visual resources, as indumentria of personages and referring objects to playful the literary subject that seeing being offered as activity. The reading is something important for the development it human being, therefore through it that we can enrich the vocabularies of our children, getting knowledge, dinamizar the reasoning and the interpretation. Many children do not have patience to read a book, however this happens due to inhabits, due to house initiative. If the reading was one inhabits routine in the life of the children, today they would know to appreciate a good literary composition.