The studies of the AD ones of French line veem the citizen conditioned to an ideology that it precedes what it can or not to say in one definitive historical and social situation. The paper of the materialistic theory of the speech is to desconstruir the apparent unit of the citizen, therefore its relation with the language is crossed by this construction of the subjectivity: the language has its real proper value, as well as history also has its Real. The speech is the place of meeting between these two Reals, crossed for ideological the historical process of constitution of the citizen. (GREGOLIN, 2007, P. 140) Of this form, the citizen is assujeitado to the ideological devices and ' ' the ideology interpellates the individuals as sujeitos' ' (GREGOLIN, 2007, P. 134). The citizen of the AD ones is historical and social: description because he is not mentally ill of the world that the fence; social because it is not the individual, but that understanding in a collective space. According to Brando (2004, P.

34): ' ' The citizen leaves of being an idealistic notion imanente, the citizen of the language is not the citizen in itself, as exists socially, interpellated for the ideology. Of this form, the citizen is not the origin, the absolute source of the direction, because in its it says others you say if dizem' '. What it defines the citizen is the place of where it speaks. thus being constituted of several ' ' eus' ' , one alone voice in its being does not exist, is not the owner of its to say. In view of that the speech is where if materializes the language and brings with it the ideological formations, it is in the statement that the manifest ideology if, being directed for ideological formations. According to Brando (2004, P. 19), ' ' …

Studied, knew and admired the peaceful struggle and traspartidista which combined political and spiritual figures such as Luther King, Gandhi or the Dalai Lama, marked his life and helping to define one of its main objectives: "to develop compassion for all beings and live and spread universal love "I think another fact that helped define your search was social mobility Tijuana. On the one hand, I saw very poor people, marginalized and hurt who was passing the border daily with the hope of improving their situation, converging with the Hippie movement which represented the counterculture of "love and peace" that opposed the war, materialism, dehumanization and the opulence of the region was still very young Californian concern to embrace their spiritual self, but he lived an internal vacuum caused by a materialistic society precisely what was rejected SER. This leads him to a very early age in ways that responded to transcendental identity. As he says, he worked on the different alternatives in their teenage years had on hand, went through Taoism, Catholicism, the Great Universal Brotherhood, the Krishna, Masons or Rosicrucians being many others, always hoping to fill the existential void. But in the end felt was more "empty" and the bitter experience of seeing their friends were stuck in these way, without finding the desired response. Search within the academic programs offered by the schools, concluding that the spiritual path could not be learned there. The school as it was presented was simply not the place to grow internally.

In this direction, Blacksmith says that: (…) We have a empobrecida image of the child who learns: we reduce it to a pair of eyes, a pair of ears, a hand that an instrument catches to mark and a fonador device that emits sounds. Behind this cognoscente has a citizen, somebody that thinks, that constroi interpretations, that act on the Real to make it its. (1989, p.40-41) I understand that it is necessary, thus, to reflect on the alfabetizao with focus in questions that go beyond the methods. If it makes important a search for basic aspects in the learning, as for example, the infantile linguistic ability and the capacity that the children have of investigation, curiosity and will to know, questions that unhappyly, many times, are been in second plain or nor are taken in consideration. When rethink these questions, our paper while educator/educator, could also be rethink, pointing with respect to a necessity to create a facilitador environment of the learning, that disponibilize the access to the reading, the incentive to the creativity and the imagination, of form that the children still give to continuity to the stimulatons received for the family or, that has chance, if will not be the case of the familiar environment, of being in contact with propitious materials the world of the reading and the writing. For this also, we do not exclude the position of the teacher/professor, who ' ' facilita' ' the learning, but that also if it locates, is not neutral, also measured and contributes for a critical reading of the lived realities. We see as basic, therefore, that the child has time and ' ' voz' ' , counting on the valuation and the incentive to the production of the spontaneous writing in substitution to the tiring exercises and without possibility of reflection, as it is the case of the copies, so frequent still, in the pertaining to school environment.

For example, they will be being about support with focus in the conscientious use of the water inside of the school, and some pupil to raise questions concerning the cycle of the water, is very opportune that professor introduces in the sequence of foreseen activities a moment to deal with the question, therefore she is total on to the subject of the project. The activities can have the most varied forms, since that it has one clearly meaning in relation to the objective of each one. It is essential that the activities proposals are permeadas by the scienter of the professor, and never simply a repetitive exercise for ' ' to give account of contedo' ' , or ' ' because it is in livro' '. The author evidences the participation of the professor as a facilitador, therefore it is who can assist in the disponibilizao of necessary resources to the accomplishment of the productions. At this moment the professor must also exert its paper of active and participant member of the group. According to Barbier (apud NILBO, 2001:102), the elaboration and execution of a project meet necessarily on to an inquiry? action that must simultaneously be a transformation act, a formation and inquiry occasion, becoming, therefore, a production intelectual' '. After the execution of the foreseen activities, comes the phase of the purification, in which according to Nilbo (2001), the pupils will have to be questioned concerning its productions until the moment, if is satisfied, if something could have been done of different form, if something was unnecessary, etc. the intention of these questionings, according to author, is that the critical ones on its productions are carried through first (auto). The author affirms that it is important that the pupil understands that it can (reverse speed) plan, (reverse speed) to elaborate, (reverse speed) to produce, to create new hypotheses, to change passages, to modify routes and processes, etc.

Professor is who says the truth public, takes the veil. Truth is the real fact. Soon, professor is that one that he displays correctly, socializes the knowledge. Already the word profession means specialized activity, entailed to the act to take the veil. Nvoa (1996) brought in that all profession affirms them an identity and this, in turn, ' ' it is not acquired data, it is not a property, it is not a product. The identity is a place of fights and of conflicts, it is a space in construction in ways to be and to be in the profession. Therefore, more it is adjusted to speak in identitrio process, enhancing the same dynamics that characterizes the way as each one is felt and if it says professor' '. One concludes that the identity crisis is the crisis in the way to be of the professor.

Searching on the subject, I discovered interesting premises: TO BE PROFESSOR: either present; either prompt; either cordial; either educated; either cautious and it prepares the lessons with antecedence; either active, either professional. Or still, of a teacher of infantile education, when questioned on what is to be professor/educator. ' ' He is to come to the school, to be glad, likeable, to teach. To possess luggage, penxs, books, pencil. To use eyeglasses, to write in the picture, to guide the recreation, to play, to play ball.

To draw, to teach to write the name, to read histories, speech low not to beat in the children. To have much light around. ' ' In such conception, being professor is to be endowed with moral virtues. The article in study cites the professor-astro, who of the show in classroom, formatted for the neoliberal education. The new chain of the liberal thought treats the education as merchandise, a business. The university nothing more is of what a capitalist company.