Beyond exploring the imagination and enriching the lesson of foreign language, the exploration of the teatrais parts collaborates for the interaction of the pupil with the group, desinibindo it and stimulating the autoconfiana. To the times the professor if worries about the criteria to be observed when choosing the literary text for one determined group. Aebersold and Field (1997) suggest that: … for the election of the material, the professor must consider, as each group: cultural aspect, making possible the use of the previous knowledge of the pupil, this factor also is detached by Lazar (2005, p.14) when mentioning itself it ' ' literary background' ' , that is, the knowledge that the pupil presents regarding literature. Another aspect to be considered is the relevance of the subject for the life of the pupil, that is, to have in mind its interests, hobbies, intellectual maturity, and, finally, the used level of language, that is, the lingustica proficiency of the apprentice, which needs to understand, at least, the basic structures of the language. When oportunizar the access to the literary text in the English lessons, the professor also will be able to articulate the relation of this disciplines with others of the resume of Average Education, for example, Portuguese Language, Arts and History, considering activities or projects interdisciplinares that they contribute for the equity in the treatment of discipline of English Language in relation to excessively, making with that the pupil perceives that contents of you discipline distinct can to be related. CONCLUSION Already in attention what it was seen, perceives that the education of literatures, a priori, of English language, always assumes disappears importance, therefore beyond if developing the communication, the critical development of the readers, creating lingusticos mechanisms for the communicative interaction, it makes possible to same the o knowledge of a new culture only for the literary reading.