Thus, it will act on the possible directions and it will reconstruct its society as social agent (PARAN, 2008, p.57). Robert Smith takes a slightly different approach. The learning of a LE contributes for the access to the one ' ' new mundo' ' to the measure that propitiates to the individual access to the information, to the historical, social knowledge and especially the all scientific knowledge predominantly in English language (OLIVEIRA, 2006). The learning of a LE also is tied with an ideological vision. ' ' to learn a language is to assume a new point of view? the point of view of the people in questo' ' (BARROS, 2002). The formation of the citizenship also can be on to the LE, for the fact of this to play a social role in the formation of the citizen. Thus, it influences, the way of as the citizen if she sees as human being and as citizen and as it faces and acts in the world (BRAZIL, 1998). (…) to say a language it is primordially to assume itself of it for its proper one and to be capable well to interact with people of other cultures and different ways to think and to act, historical and discursivamente marked, becoming apt to face the new challenges that the world densely (multi) semiotizado, places s I walks, in the most varied aspects (TONELLI, 2007, p.14).
The PCNs asseveram that the world perception, of reality for parts of the subject pupil/is strict on to the acquisition of one foreign language. ' ' (…) how many (…) more foreign languages I to know, potentially bigger I will be my possibilities to construct directions, to understand the world and transform-lo' ' (JORDO, 2004). As discoursed at another moment, the LE has the autonomy to insert the pupil in the globalizado world to the step that, the English language is the language of the globalization, is the language of the world-wide communication.