The domain of the language has narrow relation with the possibility of full participation of the man in the access of the communication, information expressing and sharing the linguistic varieties in the Brazilian regional vision. Thus, considering the different levels of local and regional knowledge, the school is the promoter of this sociolingstica inclusion, gradually during basic education, being capable to interpret the different texts and literary contexts in the most diverse situations. For Lessa apud Lopes: Artistic creations of popular order, for the unexpected one of the imagination, the delicacy of sensitivity, the power of comment, the force of expression, the poetical intuition, arrojo of the images, the direction of critical, protest and social fight that many times present, are to demand the attention of the scholars (LESSA, 1994, P. 9). The language is historical and social a system of signs, which not only makes possible the meaning and the reality of the world, learning words more also the meaning and interpretation of the way and it space that each one coexists. Allowing to construct new way to understand the world with representations on the interior of the functioning of the languages. The necessity to take care of a demand implies in a substantive revision of the practical ones of education that treats to the language as something without life. The practical ones of the reading make possible the student to learn the cultural diversity that exists in the conviviality.
texts are a set of rules to be learned, applying in its reality the texts produced, read and ears that portray its universe. Forming a link between literary and the regional linguistic forms.