As Freire it standes out in its book: ' ' With certain thinking the educator develops a reciprocal concept between citizen and object so that the agreement will be worked the dialgico as communication in problemtico' ' (Freire, 1996, P. 96) 2,4 ANALYSES AND QUARREL OF THE DATA: We will initiate speaking on the relations of the letramento of the reading and the writing, in a way that, the writing and the reading have the capacity to be part of the life of the individual. Showing that the letramento in its social dimension it is not a solely or essentially personal attribute, but it is above all one practical social one, being joint of reading ability and the writing. Immediately afterwards we have differentiates it between the letramento and alfabetizao that demand of the pupils the abilities that must be developed, however what it perceived it is what it occurs most of the time in the pertaining to school reality of Brazil, is summarized in the decoding of the system, the practical one of the letramento is to know to teach and as it will be developed in classroom and the harmful causes of a work, whose focus if of exclusively in the alfabetizao in the place of the letramento and the joint alfabetizao as process, therefore as explains To sound (2006, P. 13) ' ' at the same time where we have familiarization with the words illiteracy, illiterate, to alfabetizar and alfabetizado, still in them she seems stranger the word letramento' '. This confusion of concepts easily is identified in the proper pertaining to school context, where nor all the professors know to make this distinction, the parents of the students and great part of society is unaware of the phenomenon of the letramento. Continuously, the author clarifies that ' ' alfabetizado he is that one that suffers the process from alfabetizao; soon he is that one that she knows to read and to write, already scholar he is that one that not only she knows to read and to write, but uses these resources with media and practical interaction associating its sociais' '. .