It always has more than literature in literature (Barbosa, 1994, p,22). We observe that the literature question is of what is written, does not involve much more, when reading a literary text finds history, geography, sociology always has dialogues between diverse areas, in this direction is necessary appeals the diverse strategies to teach literature to our pupils. In relation to the school it has worked very badly in this direction to conceive the pupil as something that she needs to be molded with information ' important. This because, in a general way, it has been worried very about the ticket of these meanings, assuming a moralista, positivista, inheriting position of a tradition that not it still received critical the necessary ones, since these had been almost all momentneas histricas and; such critical ones, in the case, would have to come of an internal knowledge of this School, its real reformularization and its principles. When everything this to occur, then will be possible to think about literature as creation, workshop, game, task of basic accomplishment of the human being.
(Barbosa, 1994, P. 26) literary reception e, also, the definition of the literary rule, has much to see with the university and the school in all the levels. In the pertaining to school environment, since basic education to the college student, the influence of () the professor () is considerable. Its opinions, indications, commentaries, etc, can negative influence positive or for the choice of determined workmanships and exclusion of others. This power to influence estimates, of the part of the professor, a proximity and taste for literature. If () the professors () do not read, as they will be able to comment, to think, to suggest readings to its pupils? Perhaps this explains the proeminence of the university institution, in special the courses of Letters, while formador factor and legislator of literary preferences. .