It is necessary to add in a similar way that the language and grammar are not equivalent, that language and Normative Grammar also not. Since the Normative Grammar corresponds only to a part of the internalizada grammar. Not he doubts of that we must teach the Normative Grammar in the lessons of Portuguese Language, even so let us know perfectly that it does not teach nobody to speak, to read and to write with precision. In this Uchoa direction (2007, p.24) it says in them that: The grammar by itself, evidently is not enough for the practical learning of the language, because knowing to speak of a language it is not alone to have grammatical ability (domain of rules) corresponding to this language. The duty of the school is to teach offering it to the pupil conditions to acquire ability in accordance with to use it the lived deeply situation. It is not with grammatical theory that it will materialize its objective, therefore this takes the students to the disinterest for the study of ngua, for not having conditions to understand the content given in classroom, thus resulting frustrations, reprovaes and recriminations that initiate for the proper school the linguistic preconception.

We consider that the grammar must not be had as an only truth, absolute and finished, its concepts is that they must be reevaluated to adjust itself to the functioning of ngua, considering contextualizadas activities. The professor must search new forms to approach the grammar. To be more dynamic, giving to the content of reflexiva form in contextualizadas activities, interdiciplinares, individual or collective of form that the pupil can know the varieties of the language through research, in which they involve reading and literal production, in such a way will construct its proper linguistic knowledge. The education of grammar in the schools if has summarized only in classifying terms in untied phrases, in which the pupils do not obtain to establish no relation of functioning, that is in real situations.

Knowledge of foreign languages is very important in our time. If you speak any foreign language, then you have lots of advantages when applying for a job methods for studying foreign languages, mass. This is an audio and video tutorials printed materials (tutorials, textbooks), remote or distance learning a language (when you are sent home study material and assignments, and you send a check to make the lesson), interactive lessons, lessons with a teacher (In group or individually), and many other options. Let us dwell on language courses, ie lessons directly with the teacher (in a group or individually). Consider the number of points that you should pay attention when choosing courses to study a foreign language. Than usual, we are interested in choosing courses? This is the cost of training, its duration, time of employment and the date of commencement and completion of the course, location, agency, and maybe you ask whether the teacher a native speaker or not. This is of course important in terms of saving time and money, but there are more important issues that we discuss next. First of all, when choosing language courses, you must be 100% sure as the proposed services to you.

There are many companies, training in which leaves much to be desired. Define a series of questions to ask in order to protect themselves from poor service, save time and money. It should be noted that if the questions you raise regarding the courses you are unable to answer clearly and unambiguously, evaded the question or suggest to you to discuss other matters concerning payment or temporary employment or something else, then most likely you've come to the wrong address.

This education of the freedom to the thought and so that I can have freedom to think, I have that to have freedom to create. This is optimum work that Eurpedes left in relation to the art. ON the EVALUATION It is a continuous evaluation, where the pupil is observed daily and with registers, where the comments are resources to take care of the necessities of the children. We go observing the reactions of the pupil and we are made the registers, of assemblies of fiches and reports, in some areas, will be the preschool one, work very with the psicomotora area, the affective area, go to depend on the programming that will be being given for the pupil. Today we have one monthly and bimonthly written evaluation, because we are with a partnership with the city hall.

As the city hall asks for note, then people have an evaluation pra to return to the system the result, but in the truth, for us, the results are not express in notes, but in the accompaniment who the professor makes during the lesson, for example, to create a production of text on of a content that was presented. All the information that the children need geography, history, sciences, if could be created by them, as for example, of the street, quarter, city, that is inserted in the content of it, that is created by it, that is made a collective text with the participation of each pupil. The professor is very common to use the best texts made by other series in the evaluation of its room. The school does not adopt books, for example, to study Brazil the children has that to search readings informative research, on of this that if constructs the texts of the content that it needs to be seen. Here we work qualitative evaluation, enclosing the emotional part, the part of the feeling, what the child really produces.