Ahead of such consideraes, we will leave of the following problematizao: one knows that the pupils of the final series of Average Ensino suffer with an imbalance how much to the development of its abilities of reading interpretation of texts. What if it considers is the application of some concepts of the Analysis of Speech as alternative of activities in the field of the reading, so that if searchs a possibility of reversion in the educational picture that today meets deficit. It was verified, as survey of the Ministry of the Education, that in the national evaluations, such as Brazil Test, Saeb, Enem and Pisa, only 5% of the Brazilian students present adequate level of reading, that is, know to deal with more complex operations, as to relate a verbal text and a not-verbal text, to interpret given in a graph or prices, to establish cause relations and effect, to relate knowledge of disciplines the knowledge of another one, beyond perceiving the implicit ideas of a text. Considering itself that the reading is the tool most important to decide questions of Portuguese language not only, but of you discipline them to all, is important that the pupil, from it, can work with operations as to compare, to relate, to infer, to conclude, to deduce, to contextualizar etc. We will leave, therefore, of the problematizao of the function of the language to reach the questions of speech and subjectivity for, later, offering proposals of analysis script and, when establishing relations between practical theory and, constructing reflections on the utility that such script can come to offer to the education of Portuguese Language in Average Ensino.

2. DEFINING ANALYSIS OF the DISCURSOAnlise of the Speech or Analysis of Speeches it is an one practical and field of the Lingustica and the communication specialized in analyzing ideological constructions gifts in a text. Very it is used, for example, to analyze texts of the media and the ideologies that bring I obtain.

However, this dissemination does not occur of isolated form; it has a set of involved agents in the process of learning so that the knowledge is constructed in the context of the interatividade. In this set it has professors, tutors and pupils; each one with specific attributions in the course. Considering the relevance of the function of professors and tutors in courses in the modality in the distance, it implies to consider that the professor makes the mediation with the activities of the pupil, preparing the field and the environment for such, makes use and considers the access and the interaction, – either with the machine or other pupils or other technologies. – provoking and facilitating the interactive actions in virtual environments of learning. The procedures or methodologies to be carried through aim at essentially, to become significant the learning so that it does not have evasion. For in such a way, it is pertinent to observe that the professor when using the medias proposals necessary, therefore, having domain of the tools and to know in depth all the existing possibilities to elaborate strategies for an efficient exploitation of the pupils. The tutor if configures as the member of the team next to pupil physically, therefore it essentially has function of assisting at the actual moments; it searchs to interact, to stimulate, to reorient the activity of learning; that is, it offers pedagogical support to the pupil, in order this carries through the activities in the established stated periods, the loss of these can compromise the motivation of continuity of the course. Finally, it is necessary to attempt against itself for the possibilities of that the EAD with the aid of technologies makes possible pedagogical processes of quality, that they stimulate the creativity, the autonomy and the critical thought of the educandos; understanding, of course, that in any educative modality, over all, in EAD alone it can have an efficient work will have comprometimento of the involved citizens.

Beyond knowing to read and to write correctly, she is necessary to understand the world to actively participate in all the social spheres. The school would have to be the bridge between the new society, but many times, plays the contrary role, excluding still more the pupils. An example clearly of this indifference, is in the pupils of the EJA (Young Education of Adult), that they come back to the school in search of better chances and finish if identifying with it and do not run away. The courses of formation of professors, especially the courses for areas of knowing, do not oportunizam to the future professors, conditions to be taught to its half educandos to live deeply the social reality and to interact in this way in constant change. According to Blacksmith, 2007, the great obstacle is, many times, the proper professor, for not having had chances to learn. Additional information is available at Michael K. Wirth.

Many educators do not know to use the tools of the technology in benefit of the education. Going more beyond, these professors had not conceived practical of letramento and they do not know the meaning and importance of these practical in the alfabetizao process. They are prepared only to alfabetizar and it does not stop meaning the use of this practical. Questions related to the letramento cannot more being silenced in the courses of formation of professors. The thematic one needs to be argued in these courses because he continues impregnated in the mind of many professors who letramento is synonymous of alfabetizao; that alfabetizao is thematic a restricted one to the professors of the initial series of escolarizao and that this is a content for pedagogos or the professors of Portuguese language. Currently, already one says in digital letramento, electronic text and we perceive, empirically, that many professors, not yet know nor what it is letramento, much less as to incorporate it its practical, mainly in adult the young education of e, probably in virtue of not the scientific and metodolgica valuation that the subject requires in respective cursos.' ' (p.19) it is not enough to the professor, to only know the contents and transmitiz them it the pupils, she is necessary to know that the knowledge it is in constant mutation and that the learning is a process that lasts the life all.