Artieda 2011

The third crisis is in the school, in the measure where if not making the necessary distinctions between general grammar, grammatical descriptive and normative grammar, the attention of the professor if return for the two first types of grammar, disdaining exactly the normative grammar that would have to be the central object of its concern and, in consequncia, disdains all a series of activities that would allow to take being educated to the necessary lingustica education to the effective use of its idiomatic potential (pp. 5-7). The spite of this disserta also Cntia Barreto, that the education of the language was not destined to the production, the reading and the interpretation of texts, but yes if limited to demand of the pupil the grammatical nomenclatures, a time that these were, and continues being, demanded for the vestibular contest and the competitions in general. The result of such position was a college student whom badly it knows to write e, worse, that it can pass four years in the university without knowing it (Source: ). When accepting the calling that of the sustentation to the citation above, is important to stand out: the effort of the professor will not be any who ' ' it will give conta' ' to cure difficulties accumulated throughout the years of the basic education, a time that, the act significantly to write atrela when communicating, either in a company or any other institutions where the individual acts, making jus to remember, that the communication passes, in data moments, to be exerted much more by intermediary of the written modality that for its verbal aspect. With effect, the moment oportuniza, at a first moment, that is adopted personal initiatives for the professor ahead of the picture of necessities presented for the pupils. However, it is important to remember that, unhappyly, it is consensus between many professors, whom attribution for the superior level does not constitute the education and the adequate orientation of the reading and writing. .