The child who is part of the universe of the reading is active and is always ready to develop new abilities, in contrast of that they do not possess contact with this universe, therefore this canine tooth inside of same itself with ‘ ‘ medo’ ‘ of that the fence. ‘ ‘ The reading, as the floor, only can be called after a long process of growth and aprendizado’ ‘ (Magda TO SOUND 2006 P. 11) the human being, without it perceives, is encircled by the world of the reading. The child, since early, makes the reading of the world encircles that it, without the least to know words, phrases or expressions, therefore he is proper of the human being to desire knowing, deciphering the curiosity, in order to reflect new knowledge. Thus, the process of reading and writing it is initiated before the escolarizao. The child acquires it in the familiar scope and its conviviality in the social environment the interest for the act to read and to write. For in such a way, they are inserted in the half pertaining to school, the truth without the least to know the reason to have that to frequent it, that is, for they are an obligator relation, which the choice is made by the adults orders that them to pass great part of its day in an environment until then unknown, where everything is planned and organized for the adults. This cause desmotivao, therefore the learning do not possess options to construct a creative reading that tends inseriz them in the fantastic world of the reading, consequently in the world of the writing. It is reading that in them we become readers and not learning first to be able to read later: she is not legitimate to restore an imbalance nor in the time, nor in the nature of the activity between ‘ ‘ to learn the letramento is a base that helps to see it with the ratios of the colleagues with who is working, however who is the letramento plays the initial part of its learning in the school.