This work falls in the area of languages and the literacy masters in arts of the Federal University of Pará and has been designed with the intention to contribute to the development of the communicative competence of students in formal writing, textualization without textualization spontaneous speech marks; as well as to assist the teaching practice with respect to this issue. Are students of a class of fourth cycle of adult and youth education in a public school in the city of Castanhal-PA. As regards the research preceding the preparation of the proposed teaching designed to this end, this study aimed to observe, register, analyse, classify and interpret the facts of language discussed in it. Was held, therefore, a qualitative approach of inductive analysis, taking as object of study texts produced by students. For the theoretical foundation of this work, on the approach of textualization strategies, sought, basement in Oliveira (2010), Koch & Elias (2010), Koch (2005), Bronckart (1999) and others. Thanks also to support studies of Castilho (2014), Neves (2011), Koch-Travaglia (2011), Brait (2010), Depends (2005.2008), Ilari-Giraldi (2006), Freire (2005), Dolz (2004) & Schneuwly, BortoniRicardo (2004), Bagno (2002, 2003, 2006.2009, 2011, 2013), Rojo (2000) and others, for text-related aspects approaches and text genres, didactic sequence, work with EJA, marks of orality on written and peculiarities of these modes of language. The theoretical approach was made with the purpose of being a source for access to Portuguese language teachers, students and teachers to work with the relative orality/writing in the classroom, to show them, initially, reflections on the importance of seeking subsidies in linguistic theories as permanent support of their teaching practices, helping to lead the speaker to the domain of language use. And, later, as the identification of the problem to be discussed in the survey, related to theory to practice, which, in addition to helping in the composition of this work and in the preparation of educational materials to address the needs of students, also became a possible model, that the teacher may have on so many other issues that are in the classroom. From the analysis as students unfamiliar with the peculiarities of each of the modes of language, because they employ the strategies in oral written improperly, sought to engineer a teaching material in the form of a notebook based on pedagogical procedure "teaching sequence" – Schneuwly studies & Dolz (2004) –, whose workouts were inspired, including, in the activity of "retextualization" according Marcuschi (2005). These are activities that are intended to help the student learn to consider the context in which is inserted to select the most appropriate textualization strategies, which includes, when formal writing would retextualize, the Elimination of conversational markers, the adequacy of introducing topical, textual appropriate referencing and proper use and variety of connectors – what was the main goal of this research.
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