Reflect on teaching language is not new, however the question remains always necessary when discussing the ways of Education. In this work, whose theoretical foundation Discourse Analysis of French line, whose main exponent is Michel Pêcheux, we depart the following view: subject and language constitute themselves, and the exteriority affects both. In this way, we do not understand the subject as an empirical individual who goes to school to learn a language outside them, not conceive of language as a product that the person acquires. We understand that subject is a discursive position that the individual holds to produce their texts, there is a complex relationship between subject and language and it is the school's role to provide the conditions for students to feel the language’s subject, not subject to language, whose consequences how we have seen, away the students from reading, writing, authorship of their writings, which undoubtedly interferes in literate social practices that pervade contemporary societies. This reality does not just happen in Brazil, but in many other countries. Become literates students is a major goal of primary school, we argue that in contemporary times, the literacy in narrow sense, in other words, a knowledge of language reduced to the alphabet does not guarantee the student social participation, because reading and writing are made necessary in everyday practices, from reading a simple commercial, until manuals, contracts, news about the economic and health issues, all senses circulating in literate societies, require the subject its registration in writing, reading and gesture interpretation. And we add, in the assumption of authorship. Our researches (PACIFICO, 2002; PACIFICO 2012; PACIFICO, 2013 a; PACIFICO 2013 b ) point to the need for the school to build discursive spaces so that the subject occupies the place of the author. Authorship, according this theoretical perspective, should be understood as a discursive position that the subject can occupy to produce texts, oral or written. To take the place of the author, the subject builds cohesive and coherent texts, he does not repeat the meanings of texts written by others, but takes responsibility for lexical choices that puts in discourse, as well as responsible for the construction of the senses, the argumentation and by it was not said. In Pacific (2002, 2012) we demonstrated that graduates in a Psychology course in Ribeirão Preto, Brazil , came to the university without being able to argue, consequently, as we argue in our thesis, without taking the place of the author, because for us there is a strait connection between argumentation and authorship. Given this result, as a teacher in the course of Pedagogy, in the Faculty of Philosophy, Sciences and Letters of Ribeirão Preto, University of São Paulo - USP, we began to conduct research with the initial series of basic education in order to work the concept of written since the beginning of schooling in order to provide students throughout the school years, access to reading, writing and authorship, so they come to the university occupying the discursive position of the author, and that the results we found in our thesis (PACIFIC, 2002) may be others in future research . One of the ways we find to teach reading, writing and authorship is through literature, which does not mean to use literature texts as pretexts for print or the teaching of grammar. What we propose is that students know what is particular to the literature, the texts in their hollow spaces in its literariness, so that the contact and involvement with literature, especially the laughter that literary texts can cause , writing and authorship will be practiced by students.

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