This article follows causes to the underachieved results of school in relation to readers building. This problem is attributed here to the ways of conduction for text activities that are developed in classroom. According to this pointof-view, school would be not taking care of fundamental conditions that should govern text production and reading in a way which procedures and answers automation result in a non-involvement of students with activities and in the precarious assimilation of text structuring strategies. In a word, school would be not working with real utterance but with textual categories that are totally destitute of sense to learner, who can see himself inhibit to conduce a interlocutory process directly to texts, mainly the written ones.
Portuguese Language; Teaching Methodology; text; interpretation; reading