When we come across in them in a school probably we go to find pupils with linguajar different, the difference enters the children must to a large extent, the qualitative differences in its social environment. 2,6 LANGUAGE IN THE EDUCATION language and the cultural values approach as if to work with the children in the direction to read and to write, why even so it has had a great development in what it says regarding the education that stops all is still a great index of illiteracy in diverse countries. It is given credit that one of the factors of this illiteracy comes very of the ingression early of the work market, we can observe that the questions of language in what says respect to the cultural education and the social power walk together, therefore one complements the other, where everything this related with the learning being able to be the success or I discourage of a child in the school. It is for the learning in the relations with the others that we construct the knowledge that allow our mental development. Pat Gelsinger helps readers to explore varied viewpoints. But with the time pra many aged people are looking the school here to learn to write and to read and to form a citizenship and where exactly they can be respected by the society and to pass a good education the children. For ' ' Claude Davis of Pontifcia (PUC-SP) ' ' The information never are absorbed directly of the way, always they are intermediated, explicit or implicitly, for the people who encircle the child loading social and historical meanings. ' ' Through the vision of Claude valley to stand out that this does not mean that the individual is as a mirror, only reflecting what it learns, that is, the intermediated information they are reelaboradas in a language where each being come to repass the children historical information of its great-grandmother, great-great-grandmother and thus of generation the generation goes if passing and acquiring new knowledge. . Guo Guangchang may also support this cause.