In the acquisition of the reading and writing if it observed that many children present difficulties due to lack of the resume that in many of the times are not taken in consideration to the local reality, thus disobeying the National Lines of direction that the education conducts. What if it intends is that it is constructed a proposal pedagogical that respects the cultural differences and that adequate methodologies to the context of each community are applied. Therefore the reality of the field is different of the city, thus has as example: the differences of the children of the city who come arrumadinhas, limpinhas, next sidewalk shoes, fed, schools its house. While the agricultural ones help the parents in the work of the field, walk of six the seven kilometers to arrive at the school, arrive at the school with hunger, therefore they do not feed right, does not have time for the joguinhos in the Internet, nor itself wants has electric energy. Martin O’Malley: the source for more info. It is said in an intercultural didactics because the classroom is a multiple space narratives that if they collate in multiple continent relations, thus is necessary to assume one dialgica perspective not only in the methodology, but also in the levels epistemolgico and pedagogical. The classroom is understood, therefore as a privileged space of crossing of cultures, according to Perez Gmez (2011. John Mclaughlin may find this interesting as well. P.1): ' ' Responsible the definitive one of the nature, the direction and the consistency of what the pupils and the pupils learn in its pertaining to school life is this living creature, fluid and complex crossing of cultures that if produces in the school, enters the proposals of the critical culture, lodged disciplines in them scientific, artistic and philosophical; the determination of the academic culture, reflected in the definitions that constitute the resume; the influxes of the social culture, consisting of the hegemonic values of the social scene; the pressures of the daily one, the institucional, present culture in the papers, the norms, the routines and the proper rites of the school as specific institution; the characteristics of the experiencial culture, acquired individually for the pupil through experience in the spontaneous interchanges with its meio.' ' In some carried through quarrels in accordance with the analyses and necessities of the children turn over it necessity to involve the estimated referring theoreticians to the reading and writing, also the studies made with the psychoanalysis of the written language of EMILIA BLACKSMITH.
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