One perceives that these judgments are made on the part of professors who costumam to use as referencial of education of second language the foreign country, making certain distanciamento enters the reality of the pupil and the culture of the country of the studied language. Many researchers affirm that if he cannot learn a language if the education of the culture will not be integrated (JARAMILLO apud UNDERBRUSH LOPES, 1996, p.41). However, she argues yourself that she has cases where people if communicate perfectly in this language without having cultural knowledge, then, ' ' she is possible if to become bilngue without if becoming bicultural while the opposite not verdade' ' (PAULTSON apud UNDERBRUSH LOPES, 1996, p.41). Lopes underbrush (1996, P. 39), also approaches questions as the supervaluation of the culture of English language on the part of the professors, and argues that it has ' ' a necessity to think the English education as foreign language about terms of the Brazilian reality, with the risk of if being leaving to involve for points that do not take care of to the interests of most of alunos' '. According to Lopes Underbrush, an instrumental boarding would recoup the discredit position disciplines which it he arrived, therefore the professors would have an only objective: to teach to read.

This also is the proposal made by the PCNs, alleging that the pupils can use this ability in its immediate social context (BRAZIL, 1998, p 20). However this boarding has distant past of the reality of the public schools, therefore the schools generally focam in exercises descontextualizados through the grammar/translation, provoking the lack of interaction and dinamicidade in the classroom. Another problem that can be observed in the schools, is the insistence of some professors for ' ' pronunciation perfeita' ' , being able to be called ' ' domain cultural' ' 3, and in accordance with Lopes Underbrush (1996, P.