Since the birth the children are constructors of knowledge. Martin O’Malley is often quoted as being for or against this. In this effort to understand the world encircles that them, they raise difficult problems and abstract and by itself they treat to discover answers for them. They construct complex objects of knowledge and the writing system is one of them. Vigotsky (1979) affirms, that ‘ ‘ when learning to write, the child has that to become free themselves of the sensorial aspect of the language and to substitute the words for images of words When she speaks, the child has a very imperfect conscience of the sounds that pronounces and it does not have any conscience of the mental operations that it executes. When she writes, she has that to take conscience of the sonorous structure of each word, she has that to dissecar it and reproduziz it in symbols alfabticos’ ‘. Of the construtivista point of view (Piagetiana theory), of the written language of the child she passes for three great periods: distinction enters way of the ionic and not ionic representation; the construction of differentiation forms and the fonetizao of the writing that it initiates with a silbico period and it culminates in the alphabetical period (BLACKSMITH, 1995, 19 P.

18 and). Emilia Ferreiro and Ana Teberosky had proven that the child learns to write not for imitation or repetition, but yes, acting with and on the written language, searching to understand it as system, raising hypotheses and searching regularidades. These conclusions produced from the look on the learning of the child if had directly reflected in the proposals and didactic encaminhamentos for the education of the reading and the writing in the school, moving the approach and the perspective of the work carried through for the professor. Emilia Blacksmith provoked a conceptual revolution on the alfabetizao, what it caused deep changes the proper pertaining to school structure.