It has that to have conscience of that the start of a formation goes to demand much envolvement and comprometimento of the professionals of the education. A world of constant educational changes with new generation of pupils in the schools is lived deeply, what it makes the professor to rethink the practical one, looking for to be in constant formation, each brought up to date and involved time more with the learning of the pupils. Therefore: When we think about education, we glimpse a professor who to the side of the specific knowledge of its area, either carrying of convincing abilities to educate and to organize practical the pedagogical one that carries through in its teaching action. Moreover we wait to see in the professor the consequence of a professional compromised to the demanded changes of each individual, one walked that it assists in the organization of its proposals, to act, to participate and to transform its reality. (RIVERO, 2004, p.85). The formative process must consider situations that make possible exchange of to know between professors, through projects articulated for joint reflection. The continued formation is an efficient form of the professors to reach the excellency level, therefore technologies move, information move provoking changes in the school and the skill of being and thinking of the students; being necessary that professors question unfinished and possible knowing having it as something to be reconstructed.

Therefore: … is not enough that each one accumulates of the start to the end of life one determined amount of knowledge with that if it can supply indefinitely. It is, before, necessary to be the height to use to advantage and to explore, of the start to the end of the life, all the occasions to bring up to date, to deepen and to enrich these knowledge, and of if adapting to a world of changes.

Such concept assists in them to understand that what a pupil not yet knows he will be able to learn, thinks that this guides ours practical not to make daily pay? judgments and not to construct esteretipos of that some pupils do not know, are failed and they will not learn. In contrast, it is function of the professor to provoke advances in the pupils who would not occur spontaneously, advancing its potential development. Vygotsky constructed to its theory having for base the development of the individual as resulted of a process partner-description, thus it emphasizes that the acquisition of the knowledge occurs by means of the interaction of the citizen with other citizens of its culture. Also an important paper is attributed to the language that fulfills the function of social interchange, through it the superior mental functions socially is formed culturally transmitted. Being based on these conceptions, it is important to allow that the pupils have a space of participation and exchange of ideas in the classroom, is respectable that the children interact between itself since the social interchange fulfills an essential factor in the development of the citizen. The acquisition of the knowledge still can be favored when the professor establishes bonds between the pertaining to school program and the reality of the pupil, using to advantage the espontaneidade of its speaks, its interests and its curiosidades to work the considered contents. Beyond the mentioned author, the pedagogical conception of Pablo Freire guides our actions sufficiently while educators. For this great theoretician of the education he is difficult to distanciar the process to teach of the process to learn, therefore it considers that ' ' to teach is not to transfer knowledge, but to create the possibilities for its production or its construction … who form if form and remodels when forming and who is formed is formed and formed to the formed being …

In this context, these mechanisms come to assist it in the production and organization of the ideas, of harmonic form, keeping the communication and the good interpretabilidade. In view of the analysis of the collected data, the question of the cohesion for substitution was worked, where if it argued that when has the repetition of the same lexicons, the context is embarrassed, therefore the substitution for words is necessary sinnimas, which recoup the meaning of the previous lexicon and it does not harm the direction of the literal joint.

Word-key: Text, Literal Production, Literal Lingustica. INTRODUCTION the act to write demands a constant perfectioning, beyond originalidade in its composition, therefore it has a great concern of studious of the area of literal linguistics as for the composicionais aspects of the text, in order to display new proposals for its analysis and boarding. Recently the relative questions to the text are studied inside of the branch of the literal lingustica, that had its appearance in the decade of 60, being outstanding with bigger force in years 70. This branch, a priori, had as target to describe the enunciated occured changes syntactic-semticas between or in the sequncia of them. However it was only from years 80 that the theories of the text had gained emphasis and, although to have study object the same (the text), is frequent some of these theories to divergirem a little one of the others, therefore this field is repleto of areas and each one of the edges to the sprouting of diverse sources.