We perceive in this affirmation that the act to read cannot be limited to the process of the reading, but it is necessary expandiz it in all the directions, without, is clearly, to lose of sight the perspective of the read text. In this direction, the reading assumes one another modality and if it transforms into one practical one of formation of the individual. However, the school in a general way, does not offer conditions so that the professor develops a work of this nature. It is important still, to call the attention for the fact of that the reading and the releitura of the world must have a character of a critical reading, that one that of everything it doubts and to everything it questions. Thus, important function of the reading is to promote the communication between the individual and its community, for making possible the construction of its knowledge on the culture and society where it lives. To read is a very common activity in some cultures, however, it has a difference accented between a counted history and a history deals. When hearing a history, the listener makes its imagination, creates its proper scene, with its ilusrio world, mainly when it has access the engravings of history whereas when reading history, it already more becomes attached the reality of proper history, thus making the scene to seem real of the reading. As it affirms Vargas (1955, p.5) ' ' to read always means an act to understand, to establish initially individual relations with each object or being that it nominates, extending them later ' '. To read means, therefore, spoon knowledge. Thus, throughout history and each time more in the current world, we have recognized the present necessity to improve our knowledge, searching solutions for the possible problems related to the study of the reading, in view of the current demands that value this ability.