This paper discusses the knowledges about written language and text that are mobilized in mother language classes in a classroom of the second year of Fundamental School of a public school in Suzano-SP, its possible impacts in the students literacies and in the projects of teachers continued formation. The research was based on the notebook of a student, which registered the activities made during four months of the 2003 school year. The analyses point to a conception of writing unbound of its

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... ses and social functions, the maintenance of the text as a pretext and the emphasis on its structural/formal aspects to the detriment of its discourses.